LP 306 
M5 fl5 
1921 
Copy 1 




DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATiON 



BULLETIN, 1920, No. 43 



SURVEY OF THE 

SCHOOLS OF WINCHESTER 

MASSACHUSETTS 




WASHINGTON 

GOVERNMENT PRINTING OFPICE 

1921 



/¥ fi 



DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1920, No. 43 



SURVEY OF THE 

SCHOOLS OF WINCHESTER 

MASSACHUSETTS 




WASHINGTON 

GOVERNMENT PRINTING OFHCE 

1921 






ADDITIONAL COPIES 

or THIS PUBLICATION MAY BE PROCURED FROM 

THE SUPERINTENDENT OF DOCUMENTS 

GOVERNMENT PRINTING OFFICE 

WASHINGTON, D. C. 

AT 

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V 



LIBRARY OF CONGRESS 

MAR 261921 

OOCUMEnri. ■^. ,■ .diON 



LETTEE OF TEANSMITTAL. 



Department or the Interior, 

Bureau of Education, 
Washington, September 22, 1920. 
Sir : At the request of the school committee of that town, this 
bureau made last sirring a comprehensive survey of the schools of 
Winchester, Mass., a residential suburban town near the city of 
Boston. The report of the findings of the committee making the 
survey, together with constructive criticisms and recommendations 
for the imj)rovement of the schools, is contained in the manuscript 
which I am transmitting herewith for publication as a bulletin of the 
Bureau of Education. This report will be helpful not only to school 
officers, teachers, and citizens of Winchester, but also to school offi- 
cers, teachers, and citizens in similar towns in all parts of the coun- 
tr}^, and to students of education generally. 
Eespectfully submitted. 

P. P. Claxton, 

Commissioner. 
The Secretary of the Interior. 

8 



INTRODUCTION. 



At the Winchester (Mass.) town meeting of March 3, 1919, it was— 

Voted, That the moderator appoint a committee of 15, to consist of both men 
and women living in the town, to consider the advisability of having an 
educational survey of the public-school system of the town made, with a view 
to improving the same, or of taking any other action with respect to the public 
schools, said committee to report as early as possible to the selectmen, who 
may thereupon call a special town meeting to act upon the report, either prior 
to June 1 or after October 1, 1919. 

In accordance with this action a committee comprising representa- 
tive men and women citizens of the town was appointed. This com- 
mittee made an investigation of school conditions along the following 
lines : 

1. Collecting the criticisms of the schools made by the parents and 
considering their merit. 

2. A consideration of ways of improving the schools. 

3. A consideration of the advisability of having a survey of the 
schools made by technical experts. 

A thorough investigation was conducted by the committee along 
the lines agreed upon and a well-considered and valuable report 
submitted. Eespecting the desirability of having a survey made by 
technical experts the committee's conclusion was as follows : 

From' the beginning we have had an open mind regarding the desirability of 
having an educational survey. We have read numerous reports of such surveys 
which have been made for other municipalities, partly with a view of acquaint- 
ing ourselves with what has been done along this line, partly with the hope 
that we might draw from the experience of others that knowledge which 
could lead us to make specific recommendations regarding technical improve- 
ments in our schools. This hope, however, was speedily dispelled. We are con- 
vinced that no body of laymen should be charged wvth such a task. 

The Federal Bureau of Education, under conditions easily complied with, 
will undertake a survey of the Winchester schools. The total expense to the 
town of such a survey, as fixed by the United States Commissioner of Education, . 
will not exceed $2,000. The publication of the report of the survey — necessarily 
an expensive matter — will be at the cost of the Federal bureau. 

In view of all the evidence considered by us, we are of the opinion that such 
a survey should be undertaken. We deem it to be of particular importance 
at this time on account of the somewhat unsettled conditions in our schools. 
We recommend, therefore, that it be undertaken as soon as the necessary ar- 
rangements can be made by the Bureau of Education of the Department of 
the Interior. 

5 



6 INTRODUCTION. 

Our recommendation that the survey be made should not be interpreted as 
reflecting on the superintendent. To understand thoroughly the details of the 
entire school system, to institute and carry out changes in the established 
order looking toward improvement, is a task not easily or speedily to be accom- 
plished by one individual. We understand he will welcome the proposed survey. 
We believe it will afford him much assistance. 

The recommendations of the committee of 15 were approved at the 
town meeting o^ March, 1920, and the Winchester school committee 
was authorized to take the necessary steps. Arrangements were at 
once made with the United States Commissioner of Education for a 
survey to be made by the Bureau of Education under his direction. 

To assist the Commissioner of Education in making this study he 
appointed the following commission: 

Frank F. Bunker, Chief City School Division, Bureau of Education, director 

of the survey. 
.Tulia W. Abbot, Specialist in Kindergarten Education, Bureau of Education. 
Thomas W'. Balliet, ex-Dean Department of Education, New York University. 
W. S. Defifenbaugh, Specialist in City School Administration, Bureau of 

Education. 
Alice B. Fernandez, Specialist in Social and Industrial Problems, Bureau of 

Education. 
Florence G. Fox, Specialist in Primary Education, Bureau of Education. 
George R. Twiss, Specialist in Secondary Education, Bureau of Education. 

In addition the Commissioner of Education arranged with the 
division of edupation of Harvard University to give certain standard 
educational measurement tests in the elementary grades and to tabu- 
late the results. This work was done under the personal supervision 
of Mr. Edward A. Lincoln. 

A summary of the conclusions and recommendations by the com- 
mission will be found at the end of each chapter or important 
subdivision. 



SURVEY OF THE SCHOOLS OF WINCHESTER, 
MASSACHUSETTS. 



Chapter I. 



THE ORGANIZATION, ADMINISTRATION, AND FINANCING 
OF THE PUBLIC SCHOOLS OF WINCHESTER. 



Contents. — 1. Town and school organization ; town of Winchester ; school committee. 

2. Financial support of schools ; expenditure per pupil ; property valuation ; tax rate of 
towns ; expenditures within the system ; proportion of city funds apportioned to schools. 

3. Elementary teachers and their supervision ; training of ; experience of ; salaries : pro- 
posed salary schedule ; need of supervision ; supervision of special subjects ; office hours 
for principals. 4. School population and progress ; school attendance ; work permits ; 
age-grade distribution ; promotions and failures ; grading ; health activities. 5. Summary 
of conclusions and recommendations. 



1. TOWN AND SCHOOL ORGANIZATION. 

THE TOWN OF WINCHESTER. 

Wincliester is a typical Boston suburban residential town, 8 miles 
northwest of Boston, on the Boston & Maine Kailroad. It is also 
connected with Boston by a good highway and by two electric rail- 
ways. In consequence the city of Boston is easy of access for the 
many residents of Winchester who have business interests in the 
city. In area the town embraces about 6 or 7 square miles of terri- 
tory, the boundary lines making practically an irregular pentagon. 
Its greatest length is approximately 4 miles and its greatest width 
somewhat more than 2 miles. The population is densest around the 
center, from which section most of the children come. It is doubtful 
whether there are many other suburban towns in any section of the 
country more beautifully located. Through it flows the Aberjona 
River, winding around the hills, meandering through the Mj'-stic 
Valley, and widening here and there into ponds and lakes. Border- 
ing the river and the ponds are spreading trees and grassy banks. 
To the natural beauty of the place the town has added many artistic 
touches — roadways winding about the hills, bridges, dams making 
beautiful waterfalls, homes with spacious lawns, parklike in aj^pear- 

7 



8 SURVEY OF THE SCHOOLS OF WINCHESTEE, MASS. 

ance, laid out with trees and shrubbery. Then there are spaces just 
as nature made them. The general impression one receives is that of a 
park partly made and partly natural, with people living in it. 

When what is now Winchester was first settled it was included in 
the region called Charlestown. The valley in which it mainly lies 
was part of the lands granted to Charlestown in 1640. Two years 
later it, with Woburn, was separated from CharlestoAvn and then for 
two centuries it remained a part of W^oburn, being known as South 
Woburn. It was not until 1850 that it acquired its independent stand- 
ing as an incorporated town, when it was named in honor of Col. Win- 
chester. At that time the population was approximately 2,500. Now 
it is 10,391, as given in the Federal census of 1920. 

While Winchester is largely a residential town, occupied by those 
having business interests in Boston, a number of local industries have 
sprung up. For example, a tannery, a laundry, a gelatin and glue 
factory, and factories for making leather machinery, spindles, felt 
Avheels, etc., employ a number of workers, many of whom are foreign- 
born, whose children attend the schools.^ These plants are located 
for the most part in the northern part of the town; consequently, the 
homes of the emploj^ees are likeAvise located in that section of the 
town. 

The town government is practically a pure democracy; its affairs 
being settled in the town meeting, so characteristic of New England. 
In the town meeting the people elect the town officers — the selectmen, 
school committeemen, town clerk, etc., and vote funds for roads, 
bridges, police, the schools, and in fact for everything for which the 
town expends money. 

THE SCHOOL COMMITTEE. 

The school committee of Winchester, as now composed, consists of 
three members, one elected each year at the toAvn meeting. The State 
law of Massachusetts permits the towns of the State to increase or 
decrease the number of members so long as the number shall always 
be divisible by three. In accordance with the provision of this law, 
Winchester, at a town meeting held in March, 1920, voted to increase 
the number to six. This action becomes effective in March, 1921. 

Under Massachusetts law the power to levy taxes for school main- 
tenance or to determine the amount which shall be provided is not 
vested in town school committees, as is the case in m?.ny of the small 
cities of the country. Each year the school committee prepares an 
estimate of the amount needed for the ensuing year. This estimate is 
submitted to the town finance committee, which, in turn, submits the 

^ For racial analysis of the population, see Ch. 11. 



ORGANIZATION, ADMINISTEATION, AND FINANCING. 9 

budget with its recommendations to vote of the people at the town 
meeting. After formal adoption at the town meeting, within the 
limits of the aggregate appropriation the school committee is allowed 
much latitude, as it should have, in the expenditures which it is called 
upon to authorize. 

While this procedure differs widely from that followed in most 
States, it has the merit of keeping the schools prominently before the 
people- The school committee, the superintendent, and teachers are 
necessarily obliged to inform the people as to the needs of the schools. 
The ]D resent method in Winchester seems to secure results which are 
as satisfactory as those obtained in places where school boards have 
more power in tl : matter of raising revenue. 

The school committee is organized with a president, a member of 
the board, and a clerk who is the superintendent of schools. The 
plan of having the superintendent act as clerk is a commendable 
arrangement for a small school system, especially if his secretary 
attends to all the details. In this way the superintendent is brought 
into more intimate relations with the business matters of the schools. 
The plan is also more economical than that of employing some one 
outside the school system to write up the records of board meetings 
and to keep the books. 

The proper relationship between the school committee and the 
superintendent of schools seems to obtain. The school committee 
considers it its function to act largely as a legislative committee, in 
so far as it can under the town government, and the function of the 
superintendent to be that of an executive officer of the committee. 
The superintendent is given power to nominate teachers, to recom- 
mend textbooks and supplies, to prepare courses of study, to assign 
teachers to the schools and grades where he thinks they can do their 
best work, to promote pupils, and to make up the school budget for 
the action of the school committee before its presentation to the 
town meeting. This division of functions is in accord with the best 
theory and practice in school administration, 

2. THE FINANCIAL SUPPORT OF THE SCHOOLS. 

EXPENDITUKE PER PUPIL. 

As previously stated, the funds for the Winchester schools are 
voted at the annual town meeting. The question may be asked: 
'' How well does the town provide for its schools in comparison with 
other places ? " 

Compared with other towns and with several cities in Massachu- 
setts, Winchester ranks well in the amount expended per pupil, 



10 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



Insed on the average number belonging, as may be noted from the 
foHowing table : 

Expenditure per pupil for total current expense. 



Cities. 


Elemen- 
tary. 


High 
school. 


Cities. 


Elemen- 
tary. 


High 
school. 


State of ^^assac■h^I.scfts (average) 


$43.64 
67.65 
43.60 
49.41 
47.62 
52.51 
47.19 


$89. .58 
133. 10 
59. 58 
97.54 
85.55 
146.42 
75.55 




$41.77 
48.35 
60.99 
39.62 
61.17 
40.28 


?82. 79 








Milton 


108 20 




Belmont 


95 10 








Springfield 


Waterto wn 


89.89 


Waltham . ... 











From the foregoing table it is seen that Winchester expended on 
her elementary schools $4.71 per pupil more than the average ex- 
penditure for elementary schools in the State, and on her high 
school $14.78 per pupil more than the average high-school expendi- 
ture for the State. Compared with the 11 other towns listed in the 
table in this respect, Winchester ranks No. 6 for the elementary 
schools and Xo. 5 for the high schools, Avhen the city with the largest 
expenditure is ranked No. 1. 

If the cost per pupil runs practically the same year after year, the 
cost of educating a child in the Winchester schools is $804.24; that 
is, every pupil graduating costs the town this amount. The follow- 
ing table shows what it costs Massachusetts and some cities in the 
State to take a child through the schools: 



Cost of educating one pupil for 12 years. 



Cities. 


Elemen- 
tary 
school, 
8 years. 


High 
school, 

4 years. 


Elemen- 
tary and 
hi-h school, 
12 years. 




?349. 12 
541.20 
348.80 
.395.28 
380. 96 
420.08 
377.52 
334. 16 
386. SO 
4'87. 92 
316.96 
489.36 
322.24 


?358.32 
532.40 
238.32 
390. 16 
342.20 
58.5. 68 
302. 20 
331.16 
417.44 
432.80 
380. 64 
439. 96 
359. 56 


$707. 44 






Dedham 


'587 12 


IJoiton . . . . 


785 44 




723. 16 






Waltham 


679 72 




665 32 














Welle.«;lpv . 


929 32 




681 80 







Compared with a group of cities with between 10,000 and 25,000 
population in different sections of the country, the cost per pupil 
places Winchester in a position of comparatively high rank, as may 
be seen in the following table : 



ORGANIZATION, ADMINISTRATION, AND FINANCING. 



11 



Expenditure per pupil for total current expense. 



Boise, Idaho $95. 25 

Brookline, Mass 85.97 

Hackensack, N. J 83.02 

Great Falls, Mont '— 74.53 

Sioux Falls, S. Dak 71.02 

Wilkinsburg, Pa 69.75 

Cheyenne, Wyo 69. 16 

Winchester, Mass 64.95 

Colorado Springs, Colo 62. 88 

Bellingham, Wash 62.92 

Fargo, N. Dak 62. 55 

Madison, Wis 61. 71 

Concord, N. H 59.46 

Salem, Oreg 58.94 



Fresno, Calif $.58. 52 

Parkersburg, W. Va 5S. 44 

Clinton, Iowa 58. 35 

Albuquerque, N. Mex 57. 07 

Newport, R. I 54. 89 

Leavenworth, Kans 54. 61 

Phoenix, Ariz 54. 45 

Burlington, Vt 52.10 

Battle Ci-eek, Mich 50.93 

Ithaca, N. Y 50.33 

Ogden, Utah 49.30 

Grand Island, Nebr 48. 30 

Mankato, Minn 47.49 



The cost per pupil for Winchester, based upon average daily at- 
tendance for both elementary and high school and upon total current 
expense, is $64.95, while the median for the foregoing group of cities 
is $58.94. 

Another question may properly be asked : " Though Winchester 
ranks well with the other cities on the amount expended per pupil, is 
it expending as much as they are in proportion to its wealth"? 
While it pays much more per pupil than does the State as a whole, it 
is much more able to do so. Among the 354 towns in the State, Win- 
chester ranks 34 from the top in its ability to pay, based on property 
valuation per pupil, while it ranks 224 in expenditure for school sup- 
port per $1,000 valuation. Comparing Winchester with the 11 towns 
and cities listed in a previous table, it is found that it ranks No. 5 
from the top in wealth per school pupil. The following table shows 
this fact : 

Propei'ty valuation per pupil, based on average nHmJyer belonging (1919). 

Brookline $22, 471 

Boston 14, 155 

Wellesley 14, 114 

Milton 12, 487 

Winchester 11, 208 

Springfield 10, 965 

Waltham 10, I }2 

Eecentlj^ the Bureau of Education collected data to show the tax rate 
for school purposes in the cities of this country. The rate is based 
upon the estimated real value of the property assessed. The follow- 
ing table shows the rank of Winchester compared with 24 other cities 
in different sections of the country with between 10,000 and 25,000 
population : 



Newton $10, 161 

W^atertowu 8, 495 

Belmont ._ 8, 205 

Arlington 6, 223 

Dedham 6, 126 

State of Massachusetts 8, 711 



/ 



12 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



Tax rate on estimated true valu-ation, 1917-lS, of 25 toicns and cities. 



Hackensack, N. J 12. 87 

Burlington, Iowa 11.97 

Clinton, Iowa 11.06 

Elgin, 111 10. 00 

Keene, N. H 10. 00 

Jefferson, Mo 9. 45 

Sioux Falls, S. Dak 8. 23 

Elkhart, Ind 8.13 

Parkersburg, AV. Va 8. CO 

Albi;qiierque, N. Mex 8. 00 

Wilkinsbiirg, Pa 8.00 

Boise, Idaho 8.00 

Mont Clair, N. J 7. 80 



MUls. 

Evanston, 111 7.53 

Battle Creek, Mich 6. 72 

Phoenix, Ariz 6. 25 

Leavenworth, Kans 6. 00 

Fresno, Calif 5.95 

Winchester, Mass 5. 71 

Mankalo, Minn 5. 46 

Colorado Springs, Colo 5. -lO 

Madison, Wis 5. 39 

Adrian, Mich 5. 30 

Long Beach, Calif 5. 20 

Cheyenne, Wyo 4. 66 



The rate in Winchester falls below the median by several mills, 
and scarcely gets into the lower part of the middle half of cities. 
Neither is the school tax rate of Winchester high in comparison with 
that of other towns and cities in Massachusetts with between 10,000 
and 25,000 population, as may be seen in the table that follows : 

Tax rate for schools (lOn'-lS). 



Mills. 

Melrose 6. 72 

Medford 6. 45 

Winchester 5. 71 

Winthrop 5. 67 

Newburyport 5. 37 

Leominster 5. 21 

Watertown 5. 15 

Peabody 4. 22 



Mills. 

Wakefield 7. 78 

North Adams 7. 75 

Revere 7. 27 

Methuen 7, 12 

Plymouth 7. 04 

Milford 6. 83 

Weymouth 6, 87 

Woburn 6. 76 

Marlboro 6. 75 

The median city pays for its schools what is equivalent to a rate of 
6.72 mills, or a mill more than Winchester pays. Again, in this table 
AVinchester just gets into the lower part of the middle half of the cities 
listed. Many of the cities paying the highest rate are less able to do so. 

From the foregoing data it is obvious that Winchester, in com- 
parison with what many other cities are doing, is well able to expend 
upon her schools much more than she is now doing. Financially she 
can well afford to make her schools the model schools of the entire 
country. 

EXPENDITURES WITHIN THE SYSTEM. 

Just what proportionate amounts of the funds at the disposal of the 
school committee should go for general control, instruction, and other 
purposes must depend to a certain extent upon local conditions. For 



OKGANIZATION-, ADMINISTEATION, AND FIITANCING. 



13 



instance, a city in the North needs to pay more for operation — jani- 
tors, fuel, light, etc. — than a city in the South, where the winters are 
short. 

Since general practice is the only standard by which to compare, 
the following table has been prepared to show how each dollar of 
current expense is divided in Winchester and in other cities : 

Showing hmv each $1 of school expenditure is disMhtited {1917-18). 



Purpose. 



Superintendent's office 

Supervisors ; 

Principals 

Teachers 

Textbooks and supplies of instruction . 

Janitors 

Fuel, water, light, and janitor suppUes 

Maintenance 

Auxiliary agencies 

Fixed charges 

Night schools 



Win- 
chester. 



Cents. 
0.5 
3.7 
2.9 
4.7 
60.7 
5.7 
7.9 
8.8 
2.3 
2.8 
.0 
.0 



Cities 
with 
between 
10,000 
and 
30,000. 



Cents. 
1.6 
3.3 
2.7 
6.1 
58.4 
4.7 
6.8 
8.0 
4.9 
1.8 
.5 
1.2 



All cities 
over 
2,600. 



Cents. 
1.8 
2.8 
1.5 
6.4 
61.8 
4.1 
6.4 
6.4 
4.5 
2.0 
1.1 
1.2 



From the foregoing table it may be seen that Winchester divides 
each dollar in practically the same way as the average city of its size. 
The proportion paid principals is smaller ; also the amount expended 
for maintenance. The smaller proportion expended for principals 
is no doubt accounted for by the fact that only two principals — the 
high-school principal and the principal of the Wadleigh — have any 
supervisory duties. The smaller proportion expended for mainte- 
nance may be accounted for by the fact that the school board employs 
a custodian of property who himself does much of the repair work 
or sees that it is done economically. 

Another question may be asked : " Does Winchester aj)propriate 
as large a proportion of its town income to the schools as do other 
small cities ? " Data collected in 1917 show what proportion of their 
city funds 41 of the smaller cities appropriate to schools. As may be 
seen in the accompanying table, Winchester apportions a small per 
cent compared with that appropriated by the 41 other cities. 



14 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



Per cent of city funds apportioned to schools (1917). 





Per cent. 




Per cwit. 


Fairmont, W. Va 


. 0. C4 


East Chicago, Ind 


0.4:i 


M uscatine, Iowa 


. .59 

. ..58 


Missoula, Mont 

Winfield, Kans 


43 


Dubois, Pa 


43 


Homestead, Pa 


. .54 


Goshen, Ind 


42 


Hackensack, N.J 


. .54 


Adrian, Mich 


41 


Parkersbiug, W. A^a 


. .54 


Emporia, Kans 


K) 


Beaver Falls, Pa 


. .52 


Spartanburg, S. C 


40 


Meadville, Pa 


. .52 
. .50 


Tonawanda, N. Y 

Fargo, N. Dak 


39 


Bethlehem, Pa 


38 


Lawrence, Kans 


. .49 


Chickasha, Okla 


36 


Greensburg, Pa 


. .48 


Dewiston, Idaho 


36 




. .47 
. .47 
. .46 
. .46 
. .45 


Boise, Idaho 

Bloomfield, N. J 

Melrose, Mass 

Selma, Ala 

Winchester, Mass... 


36 


Trinid ad Colo 


35 




30 


Hutchinson Kans ...... 


.... 30 


Pii jua. Ohio 


29 


Praddock, Pa 


. .45 


Plainfield, N. J 


29 


El vria, Ohio 


. .45 
. .45 


Athens, Ga 

Mankato, Minu 


25 


Ironwood, Mich 


24 


Sioux Falls, S. Dak 


. .44 


Marshall. Tex 


23 


Morristown, N.J 


. .44 


Greenville, Miss. 


19 



Winchester apportions 29 per cent of the entire income of the 
town, while the median city of the list apportions 44 per cent. 

These are the only data available for the smaller cities, but statis- 
tics are at hand for 213 cities having a population of 30,000 or more. 
On an average these cities apportion 30.8 per cent of their total 
expenditures to their schools, or 1.8 per cent more than Winchester 
apportions. Judging from these facts, no one in Winchester can say 
that the town is giving the school department more than its share 
of the town's funds. 

CONCLUSION. 

To say that Winchester is not expending more per pupil than is 
usually expended would be to misstate the facts; to say that it is 
paying up to its ability as compared with the ability of other toAvns 
and cities would also be to misstate the facts; and to say that the 
town is apportioning an undue share of its funds to the schools 
would be another misstatement. 

3. ELEMENTARY TEACHERS AND THEIR SUPERVISION. 

TRAINING OF ELEMENTARY TEACHERS.^ 

The generally recognized minimum educational and professional 
standard for elementary teachers is four years of high-school and, 



' For discussion of high-school teachers, see Ch. V. 



OEGAIiflZATIOlir, ADMINISTRATIOJS", AI^TD FliSTANOING. 



15 



in addition, two years of normal-school work. With only a few 
exceptions the Winchester teachers measure up to tliis standard, and 
in several cases beyond it. Only 11.63 per cent of the elementary 
force have attended school fewer than six years beyond the eighth 
grade and all have attended jfive or more years, as may be noted in 
the following table : 

Education of elementary-scJiool teachers. 





Years beyond elementary school. 


Teachers. 


Percent. 


4-5 .... 



5 
33 
5 



0.00 


5-6 


11.63 


6-7 


76. 74 


7-8 


11.63 


S or more .. . - . 


.00 




.. 




Total 


43 


100.00 







Thirty-three of the 43 teachers are graduates of high schools and 
of the two-year normal-school course. Five have three years of 
normal school or college work. Of the five who have had only five 
years' schooling beyond the eighth grade, four attended normal 
school and the other attended college. 

Another measure of the preparation of the teacher is her inclina- 
tion to keep up with the progressive movements in education. A 
teacher may do this by attending summer school, by pursuing uni- 
versity extension courses, or by extensive reading. 

Twenty of the 43 elementary teachers report that they have at- 
tended summer school or taken extension courses within the past 
three years. The number should be larger. Very few teachers can 
be progressive unless they attend school for several weeks every three 
years. A normal-school diploma should not end a teacher's prepara- 
tion, but rather begin it. 

Though not all of the Winchester teachers have attended school 
within the past three years, practically all have read rather volu- 
minously professional books treating of subjects now engaging the 
attention of school people. Among the books read were those treat- 
ing of educational tests and measurements, supervised study, motiva- 
tion, socialized recitation, the project method, teaching children how 
to study, methods of teaching citizenship, and health teaching. 

TEACHING EXPEEIENCE. 



The majority of the elementary teachers have had ample experience 
to make them efficient, 25 of the 43 having taught fifteen or more 
years, and 34 ten or more years. None has had less than four years' 
experience. Fourteen of the 43 have had less than four years' ex- 



16 



SURVEY OE THE SCHOOLS OF WINCHESTER, MASS. 



perience in Winchester. Seven, or 16 per cent, are teaching their first 
year in this town. The following table will show the facts ; 







Experience 


Of elementary-school teachers. 






Years. 


Total ex- 
perience. 


In Win- 
chester. 


Years. 


Total ex- 
perience. 


In Win- 
chester. 


f P^^ 








6 
3 
4 

1 

2 


9 






1 








10 .. 


6 
2 




2 
















4 


2 
1 
2 

1 
3 


13 






5 


14 


1 
25 




6 




16 




Total 




8 ... 


43 


43 











TEACHERS' SALARIES. 

The town of Winchester is to be commended highly for voting 
within a year an increase of about $400 a year for each teacher, which 
brings the salary of most of the elementary teachers to about $1,400 
or $1,450 and the salary of the high-school teachers to $1,600 for 
women. This increase raises the elementary salary schedule to a 
minimum of $1,250 and a maximum of $1,450. In 1914 the minimum 
was $650 and the maximum $800. The larger salaries in 1920 repre- 
sent nothing more than the increased cost of living. In other words, 
the teachers receive practically the same salaries as in 1914, i. e., the 
purchasing power of $1,450 is no more, or not as much as the purchas- 
ing power of $800 six years ago. 

The question may be asked: Were salaries high enough in 1914? 
Considering the amount of time and money required for a teacher 
to prepare herself and the demands made upon her in the matter 
of dress, contributions, etc., the answer obviously is, no. 

If it is obvious that salaries in Winchester were not high enough 
in 1914, they are not high enough now, or at least the maximum is 
not sufficient either in the elementary schools or in the high schools. 
Possibly a minimum of $1,200 for elementary teachers and a mini- 
mum of $1,600 for high-school teachers would secure good normal 
school and college graduates without experience. 

A principle to follow in making a salary schedule is to pay such 
a salary as to secure teachers of standard academic and professional 
preparation and then to increase the salaries to a high maximum, 
so as to retain the best teachers and to add an incentive for growth 
and to assist in maintaining the morale of the teaching corps. 

After a teacher of standard qualification has been employed at 
the minimum salary, she should be advanced by yearly increments 
of at least $75 to $100 for a long period, i. e., if the work is satis- 
factory and if the teacher is giving evidence of growth. No other 
should be retained. 



OEGAlSriZATION", ADMINISTEATIOlSr, AND FUsTANCING. 



17 



In order to provide a better method of promoting teachers, the 
following schedule is suggested, both for elementary and high school : 

Proposed salary schedule. 





Length 
of time 
of ap- 
point- 
ment. 


Salary schedule for each group. 


Yearly 

in- 
crease. 


Year in 


Group of teachers. 


Elementary. 


High. 


which 

group 

maximum 




Mini- 
mum. 


Maxi- 
mum. 


Mini- 
mum. 


Maxi- 
mum. 


is 
reached. 


A. One-year teachers elected each year 

(probatioBary for three years). 

B. Tliiee-year period 


1 

3 
5 


$1,200 

1,425 
1,650 
2,000 


$1, 350 

1,575 
1,925 
2,525 


11,600 

1,825 
2,050 
.,27= 


$1, 750 

1,975 
2,350 
2,950 


$75 

75 
75 

75 


Third. 
Third. 


C Five-year period 


Fifth. 




Eighth. 





A schedule such as the one prepared would have teachers who 
enter group A upon a probationary status subject to reelection for 
each year for three years. At the end of this period those who are 
unsatisfactory should be dropped from the corps and those who are 
rated successful should be promoted to group B, where they will 
automatically advance by $75 increments for a period of three years. 
When the teacher has reached the maximum of group B, the board 
may then promote her to group C if she has met the requirements 
demanded for promotion or keep her at the maximum salary of 
group B until she does qualify for group C. In group C the teacher 
is advanced by $75 increments for a period of five years. When the 
maximum of group C is reached the teacher who has won promotion 
by her success in the classroom and by her efforts at self -improve- 
ment may be promoted to group D, wdiere she Avill remain until she 
retires, except for specified cause. If in the judgment of school offi- 
cials a teacher has not merited promotion, she can be retained at the 
maximum salary of the group she is in. The group arrangement 
permits the school board to set up certain standards to be attained 
at the end of the periods. 

This suggested schedule is based upon the supposition that those 
teachers entering group A have just graduated from normal school 
and are beginning to teach their first term. If inexperienced teachers 
are not employed, teachers who have taught elsewhere may be em- 
ployed and placed in the group to which their experience and prepa- 
ration entitle them. 

Promotion from group to group beyond the group B teachers 
should be granted only to those who have shown special merit and 
have given evidence of valuable professional study. To satisfy the 
latter condition the board might require the candidate for promotion 
to spend a year in study at some recognized college or university, 
25016°— 21 2 



18 SURVEY or THE SCHOOLS OF WINCHESTER, MASS. 

or a year in teaching in some good school system in another part of 
the country, or perhaps a year of study and travel might be combined. 

This suggested schedule is designed to correct a weakness in the 
Winchester schedule by providing a wider range between the mini- 
mum and maximum and to provide a means for recognizing merit. 
Everyone knows that some teachers in a school system are wortli 
very much more than others, and some grow more rapidly than 
others. It is known, too, that this worth is not dependent upon length 
of service. Furthermore, the AYinchester scale of salaries furnishes 
no inducement for ^special industry or for effort for self-improve- 
ment. The recent flat increase of $400 for each teacher is evidence 
of this fact. Again, there is a tendency among teachers as among 
all workers on salary, when middle age is reached and the maximum 
salary is obtained, to permit the desire for a comfortable, easy-going 
life berth to outweigh the ambition for steadily increasing personal 
efficiency, which can be gotten only at the expense of hard work and 
many denials of personal pleasure. A salary schedule with only a 
range of $200 between minimum and maximum and a maximum be- 
yond which teachers can not advance unless funds are specifically 
voted at town meeting operates powerfully to inhibit growth. 

By adopting such a salary schedule an adjustment can be worked 
out between a teacher's proper desire for security of tenure and the 
board's proper desire to eliminate the teachers who do not continue 
to grow in efficiency. At the same time the teacher knows that efforts 
at self -improvement will find tangible reward in terms of salary in- 
crease. 

Sufficient funds to increase the salaries of elementary-school teach- 
ers may be had when the small schools are consolidated into tAvo or 
three large ones. At present there are 39 elementary-school teach- 
ers, exclusive of kindergarten and special teachers. The average 
number of pupils to a teacher is 33. If it were possible to give each 
teacher 40 pupils, as it would be with buildings planned as recom- 
mended in this report, only 32 teachers would be needed, or 7 fewer 
than at present. This would represent a saving of $9,800, or 
enough to increase the salary of each of the 32 teachers about $300 
a year. 

NEED OF EFFICIENT SUPERVISION, 

Winchester is in need of more adequate supervision, for as the 
work is now organized, as pointed out elsewhere in this report, there 
is little supervision, the teachers working for the most part inde- 
pendently of one another, a situation which is typical of town-school 
systems. 

There are eight elementary-school buildings in the department, a 
junior high-school building, and a high-school building. The ele- 



0KGAJS'IZATI0:N", AOMIlsriSTPiATIOlSr, and FINAiTCIlSrG. 19 

mentary buildings are all small. None of the principals is allowed 
any free time for supervision and for attending to the multitude of 
details which crowd in on the principal of even the small schools. 

At present the only supervision of elementary-school subjects^ ex- 
cept music, art, and gardening, is limited to what the superintendent 
can give. A supervisor of elementary-school subjects of the first 
six grades seems to be very much needed. The commission recom- 
mends that such an addition to the corps be made. 

The question might arise: What would remain for the superin- 
tendent to do if an elementary supervisor were employed? The 
survey committee finds that the duties of the superintendent in 
Winchester are large and widely diversified. He must look up new 
teachers and pass upon their qualifications; he must become ac- 
quainted with textbooks, attend educational meetings in the State 
and elsewhere, consult with teachers and with parents, hold teach- 
ers' meetings, make recommendations regarding the general policies 
of the schools ; and, by no means least of all, he must keep the people 
informed as to the needs of the schools. In consequence of these 
duties, as the work is now conducted, it is possible for the super- 
intendent to visit the teachers only infrequently, and then for but a 
few minutes at a time. 

In point of fact, the superintendent's work should be so organized 
and he should be given sufficient clerical assistance to enable him 
to spend the greater part of his time in the schools. The need for 
the superintendent to gain a first-hand knowledge of the work of the 
schools under his supervision is not removed by the appointment of 
a supervisor of the elementary grade. Her work is of a different 
character from that which the superintendent can best render. The 
one can not take the place of the other. 

If a supervisor of the elementary grades were employed, the super- 
intendent would not visit less than he now does, but he could work 
more effectively, since he would have some one to assist him not only 
in a diagnosis but in applying remedies. He would visit classrooms, 
and if he noted any teacher that needed help he would assign the 
supervisor the task of improving the instruction of that teacher ; or 
if the supervisor by means of objective tests or by observation 
discovered that a teacher is not obtaining good results, the superin- 
tendent could help ascertain the cause and suggest methods for im- 
provement. Supervision would not be haphazard, but more nearly 
on a scientific basis. 

Standardized tests in arithmetic, reading, and other subjects have 
been given by the superintendent and the instruction diagnosed to 
a certain extent by the aid of these tests; but the principals being 
teaching principals, and the superintendent having to give so much 



20 SUKVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

of his time to administrative problems, there has not been that con- 
structive criticism necessary. A competent supervisor wouhl supply 
this. 

SUPEEVISION or SPECIAL SURJECTS. 

In Winchester there are special supervisors for music, home and 
school gardening, and physical instruction. The art instruction is 
given by the art students of Boston University. These are under 
the supervision of the university art instructor. This plan is the- 
oretically not correct, and the results are poor. It is practically im- 
possible for these art students to coordinate their instruction with 
the other subjects, consequently they present it without reference to 
other school activities. A better plan would be for the school com- 
mittee to employ an art supervisor on full time, so that a course 
of study could be formulated with reference to other subjects, and 
so that the teachers could be instructed in art and in methods of 
teaching it. If such a supervisor were employed there would be no 
objection to having art students come to the schools to observe and 
to assist, but they should work under the direction of some one con- 
nected with the Winchester schools, some one who knows its aims 
and purposes, some one who will relate art to the work in home eco- 
nomics, industrial arts, and other subjects. One of the most frequent 
complaints heard from teachers was that the work in this dej)art- 
ment is inefficient through lack of proper correlation with other 
subjects. 

The plan of music supervision seems entirely satisfactory, as 
does the plan of supervising home gardening. For the home-garden 
work a teacher is employed the entire year to create an interest in 
gardening and to give it direction; also to supervise nature study 
during the winter months. 

KEGULAR OFFICE HOURS FOR PRINCIPALS. 

The principals of elementary schools have charge of a room and 
are the regular teachers for that room. Besides this they must 
attend to the administrative details of the school and must answer 
telephone calls and meet parents who wish to confer with them. 
These visits and telephone calls now come at all hours of the school 
session and constitute frequent serious interruptions to the class 
work of the principals. To lessen this evil there should be a regular 
office hour agreed upon by the principals and the superintendent, 
which should be the same for all elementary schools and should 
be printed on the report cards periodically sent home to parents, 
so that it may become fixed in the minds of the parents. Then it 



OKGA.'NIZATIOK", ADMINISTEATIOIT, A:^TD FUsTAIsrCIl^G. 



21 



should be announced by the superintendent that parents are re- 
quested to call on principals only during the office hour. Telephones 
in the school should be connected only with the superintendent's 
office. Parents should have no direct telephone connection with the 
schools. The schools, both elementary and high, are now seriouslj^ 
and needlessly disturbed by telephone calls from parents, often 
on trivial matters, to the detriment of the teaching. 

4, SCHOOL POPULATION AND PROGRESS. * 

The number of children in Winchester is known exactly, since the 
school census is taken each year and is kept up to date by means of a 
cumulative card-file system. Whenever a pupil moves from the town 
his census card is withdrawn from the files, and whenever a pupil 
moves in a card is added. In this way a continuous census is kept. 
This census is used by teachers and attendance officers to check lip en- 
rollment at the beginning of the term and at other times. It is thus 
known how many and what children are not in school. This being 
known the attendance officer ascertains the cause of nonattendance. 

The school census for the year 1918-19 shows that there were in 
Winchester 2,144 children from 5 to 16 years of age, distributed ac- 
cording to age, as follows : 

5 to 7 years 428 

7 to 14 years 1, 396 

14 to 16 years 320 

Total 2, 144 

The enrollment of children 5 to 16 j^ears of age in public and 
private schools for the same year was 1,878, distributed by ages, as 
follows : 

Enrollment in schools. 



Ages. 


In public 
schools. 


In 
parocliial 
schools. 


In other 
private 
schools. 


Total 
enroll- 
ment. 


5 to 7 year=! 


216 

1,076 
239 


54 

248 

2 


11 
30 
2 


■'SI 


7 to 14 years 


1 354 










Total 


1,531 


304 


43 


1 STS 







By comparing the enrollment with the census, it may be seen that 
266 children between 5 ancl 16 jenrs of age were not enrolled. This 
is accounted for by the fact that some children do not go to school 
at 5 years of age. Of the 266 children who were not in school, 147 
were between 5 and 7 years of age ; 42 between 7 and 14 ; 77 between 
14 and 16. Of those between 7 and 14, some were not in school on 



22 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

account of poor health and others had valid reasons. Practically all 
of those between 14 and 16 not enrolled had work permits. Thus, 
to a commendable degree, the children of Winchester are accounted 
for, which is necessary for the proper enforcement of the compulsory 
attendance law. 

SCHOOL ATTENDANCE. 

While the school enrolls every child legally required to attend 
school, regularity of attendance could be greatly improved. Only 
60.9 per cent of the elementary pupils and 70.6 per cent of the high- 
school pupils attended sphool during the school year 1919-20 more 
than 160 days, or the equivalent of an eight months' term. The 
record for the entire system was 62.9 per cent. 

The table which follows shows what iDer cent of pupils in each 
school attended more than 160 days: 

Proportion of pupils attending school more than 160 days (1919-20), distributed 

by schools. 

School : Per cent. 

Prince 76. 5 

Rumford 75.8 

Wadleigli 75. 6 

Chapin GO. 5 

Mystic 53. 5 

Washington 52. 7 

Gifford 49.6 

Wyman 43. 4 

Highland 42.9 

All elementary schools 60. 9 

High school 70.6 

Entire system , 62. 9 

Perhaps many in Winchester think that there is greater irregularity 
of attendance in the Chapin and Eumford Schools, where there are 
many foreign children, than in the schools south of the center of 
town, but this is not true, for only one other school makes a better 
shoAving than Rumford, while the Chapin School ranks above the 
Mystic, Washington, Gifford, Wyman, and Highland Schools. Simi- 
lar data collected for the previous year disclose the same situation as 
between the schools of the north and south sections of the town in 
respect to this matter of irregularity of attendance. 

No doubt the explanation of the better attendance in the Chapin 
is that the foreign parents keep their children in school despite 
inclement weather and that they keep them out less often for after- 
noon parties and matinees. One complaint heard from teachers and 
others was that in some sections of the town it is not unusual for chil- 



OEGANIZATIOF, ADMINISTRATION, AND FINANCING. 



23 



dren to fail to return for scliool in the afternoon, or else ask to leave 
before the close of the afternoon session, because of social affairs. 

It is far from the wish of the survey commission to condemn social 
activities. They are needed to help round out the life of the child, 
but there is a time for everything, and the time for social events in 
which children participate is not during school hours, nor even dur- 
ing the school week if thereby the children are kept up so late at 
uight that the amount of sleep necessary for health and for good 
school work is not secured. 

Some of the parents in Winchester should realize that the best co- 
operation that they can give the schools is to see to it that their chil- 
dren are regular in attendance and that they are not to be excused 
for social functions. Possibly some parents who have been making 
this a practice have not thought that they are interfering with the 
work of the school as a whole as well as with the advancement of 
their own children. 

In consequence of this irregularity of attendance, many pupils in 
Winchester fail in their work. At least, there is a relation between 
attendance and promotion that is significant. Of the pupils who 
attended less than 50 days, 62.3 per cent failed in June, 1920; 54.7 
per cent of those who attended from 51 to 100 days; 35.9 per cent of 
those who attended from 101 to 150 days ; 14 per cent of those who 
attended more than 160 days, and only 10.7 per cent of those who 
attended more than 170 days. In other words, as one would natu- 
rally expect, the greater the regularity of attendance, the fewer the 
failures. 

WORK PERMITS. 

One of the most surprising things observed by the survey com- 
mission was the fact that more than 50 employment certificates are 
granted each year to boys and girls from 14 to 16 years of age. The 
following table shows the number of certificates granted from 1917 
to 1919 and the grades in which the pupils were enrolled when the 
permits were issued : 



Numher o 


/ work 


perm 


ts granted, 1917-1919, distributed by grades. 




Grades. 


1917 


1918 


1919 


Total 


Boys. 


Girls. 


Total. 


Boys. 


Girls. 


Total. 


Boys. 


Girls. 1 Total. 

1 


and 
girls. 


















1 




Fifth.. 


10 

5 
9 
7 
3 


3 

7 
4 
2 


13 

7 
16 
11 

5 


2 
5 
7 
2 
3 
7 
2 


i' 

7 
3 

8 

1 


2 
6 

14 
5 

11 
9 
3 


i2 

14 
10 
14 
10 
2 


3 1 15 


25 


Sixth 


i 
2 


15 
12 
16 
10 
2 


28 


£e veil til . 


42 




32 


Ninth 


26 


Tenth 


11 


Eleventh 








3 








































34 


18 


S2 


28 


22 


50 


62 


8 i 70 


172 











24 



SURVEY GF THE SCHOOLS OF WINCHESTER, MASS. 



The majority had not completed the eighth grade. Fifty-three 
of the 172 had not completed the sixth grade. The present law re- 
quiring the completion of the sixth grade was not in force the years 
for which the foregoing data were given. 

To the work certificates granted children between 14 and 16 years 
of age might be added those granted young men and women from 16 
to 21 years of age. From January, 1919, to January, 1920, 153 such 
work permits Avere issued. 

Counting the number of work permits granted to children between 
14 and 16 years of age, it would seem that there are enough boys and 
girls in Winchester at work to make it necessary to organize a con- 
tinuation school, even if not compelled to do so by the State law, 
Avhich does not make continuation work mandatory in a town if there 
fire fewer than 200 pupils between 14 and 16 years of age legally at 
work. Even if there Avere only 20 in Winchester, a continuation 
school should be provided. As it is, there are about 100 children 
betAveen 14 and 16 years of age out of school on work permits. Surely 
this is a sufficient number to justify organizing a continuation school. 

The folloAAnng table shoAVS that, beginning at 14 years of age, there 
is a considerable elimination of pupils. This table giA'es the number 
of pupils enrolled at each age for CA'ery 100 at 6 years of age : 



Afje distribution of pupils enrolled in 1019-20. 



Years of age; 
Under 6 _ 
6 

7 



49 
100 

96 
102 

SO 
78 
82 
90 



Years of age: 

13 

14 

15 

IG 

17 

18_ 

19 or more- 



It may be noted that there are only slightly more than half as 
many who are 14 years of age as there are those aa'Iio are 6 years of 
age. This is accounted for by the fact that many secure employment 
certificates at the age of 14. Of course, the fact must be considered 
that there are more children 6 years of age than there are 14 years 
of age. 

Data Avere collected to ascertain the number of children " under 
age," ^ of " normal age," and " OA^er age " for their respectiA'e grades. 
Tavo sets of data Avere prepared, one shoAvmg the age-grade as of 
September 1 and the other as of March 1. Since many children in 
Winchester enter school at 5^ years of age, it was necessary to take 



3 Children in the first grade not 6 years of age at date ages are taken are considered 
" under age," those 6 to S years of age are classed as " normal age," and those 8 years 
of age or over are considered " over age." 



ORGAIsriZATIO]Sr, ADMIISTISTEATIOIT, Al^D FIHANCIITG. 



25 



ages as of March 1, m order to compare with other schools where 
children enter at 6 years of age and whose ages are taken as of 
September 1. 

The following chart shows that the Winchester schools have few 
" over age " children, compared with the number in 37 other places; 
These percentages include high-school puj)ils. 




Per cent of pupils under age, of normal age, and over age In the cities of group B, 

1917-18. 

The following table shows the age-grade distribution of elemen- 
tary-school pupils, the ages being as of September 1, 1919, and the 
per cent of pupils " under age," of " normal age," and " over age " 
for their grades : 



26 SURVEY 01- THE SCHOOLS OF Wi:^f<JHESTEE, MASS. 

Age-grade distribution, eleniGiitary-ischool pupils, 8ept, 1, 1919. 



Ases. 


Grades. 


Total. 


1 


2 


3 


4 


5 


6 


7 


8 




78 

gT 

32 














78 


6 


63 

24 
8 
2 
1 


1 
35 

er 

19 
4 




::::::::::::;:; 






160 


7 


11 

49 

is- 

15 










154 




1 
2 


23 
46 
48 
23 
5 
3 
1 








164 


9 


6 
46 






128 


10 


3 

42 


1 
50" 


124 




^ 

3 


59- 
14 

7" 
1 


131 


J. 7 


' 


37 


146 


13 




1 
1 


74 
24 


122 


14 i 




12- 
2 


39 


15 




5" 

2 


11 


16 :... 


' 








2 


















Total 


217 


174 


129 


128 


149 


133 


169 


160 


1,259 


Per cent voimi;cr 

Per cent normal 

Per cent over age 


35. 94 
58.98 
5.08 


36.21 
57.47 
6.32 


27.91 
62. (X) 
10.09 


46.87 
49.22 
3.91 


46.31 
47.65 
6.04 


39.10 
54.89 
6.01 


26.62 
65.09 
8.29 


31.88 
61.25 
6.87 


36.07 
57.42 
6.51 



From the foregoing it is seen that there are many children in the 
Winchester schools young for their grades. This is no doubt largely 
due to the fact that many enter the first grade at 5 or 5| years of age. 

In order to know whether the children progress as rapidly entering 
at 5, the superintendent and teachers should learn how many years 
each child has been in school. Data on this point were not available 
for use in this report. 

PROMOTIONS. 

By making a study of the failures and promotions by subjects, 
light is thrown upon what progress the pupils are making. The 
following table gives the percentage of pupils who failed of promo- 
tion in June, 1919, in the elementary schools : 

Percentage of pupils belonging June, 1919, ivJio failed of promotion. 





Grades. 


Percent- 
aseof 


Schools. 


1 


2 


3 


4 


5 


<■' 


^ 


8 


number 

belonging 

who 

failed. 


CbapLn 


32.35 
16.67 
10.52 
11.11 








8.34 


13.05 

17.57 



8.34 








12.50 
2.04 


3.58 
















Highland 








3 13 


Mrtic :::::; 










7 25 


Prince 













Q 




23.71 
21.97 
14.29 


10.34 

9.10 



9.37 

11.77 





9.09 








Washington 


7.66 

2.27 








11 21 


Wvnian 








3 09 


Percentage of number 
belonging who failed . 










19.91 


4.06 


8.03 


1.45 


2.54 


5.64 1 




8.2!) 



OKGANIZATIOE", ADMIFISTEATION, AND FINANCING. 



27 



The number of failures is greatest in the first grade of each school. 
The Chapin School, for instance, failed 32.35 per cent of the first- 
grade children, while the Highland and Mystic Schools failed 10.52 
and 11.11 per cent, respectively. The great number of failures in 
the Chapin School is charged to the large foreign element with their 
language difficulties. Looking further at the table it is seen that 
there were no failures in the second grade, 13 per cent in the third, 
and none in the fourth. This raises several questions. First, 
vrhether the first-grade standard is not so high that only the better 
pupils get into the second grade, and whether they are not again 
sifted in the third grade. Second, whether the first and third grade 
teachers are not more rigid in their marking than are the second and 
fourth grade teachers. This same phenomenon occurs in the first and 
third grades in the Gifford School. The course of study for the 
Chapin School possibl}- needs to be better adapted to the foreign 
children. It can not be expected that children in this school can 
meet the same requirements in English as the children in the schools 
coming from homes in which only good English is S|)oken and in 
which they learn to read largely- by means of children's books sup- 
plied them by their parents. 

The failures for each grade except the first are not high and the 
average for all the elementary schools, the Wadleigh not included, 
is comparativel}^ low, only 8.2 per cent. Or, stated another way, the 
average promotion rate is 91.8 per cent, but even if this should be 
the average rate year after year, many children out of every 100 
entering the first grade would fail. _For illustration, out of 100 chil- 
dren in the first grade, with 19.91 per cent failing, only 80 would go 
on to the second grade. Continuing this process on until the end of 
the sixth ^racle, there would remain only 64 who had not failed at 
some time during the six years. 

A study of the failures, as shown by the following table, makes 
it clear that arithemetic is responsible far more than any other sub- 
ject: 

Percentage of pupUs in each subject of tJie elementary scJiools failing to make 
the passing mark of 10, June, 1919. 



Subjects. 



Reading 

Arithmetic 

Language 

Spelling 

Penmanship... 

Geography 

History 




15.14 



7.02 
10.16 
0.78 



5.70 
9.76 
4.87 



3.23 
4.51 
5.80 
5.80 
3.87 
1.29 



5.77 
16.76 
8.55 
5.77 
2.31 
6.30 




13.63 
1.51 
3.03 

18.18 
3.03 



3.22 

3.22 





6.45 





l^erccnt- 
3ge of 

number 

belonging 

"who 

failed. 



7.57 
11.73 
3.71 
4.53 
6.3S 
5.61 
2.08 



28 



SURVEY OF THE SCHOOLS OF WHSTCHESTER, MASS. 



One of the things that attracts the attention is the fact that 16 per 
cent of the children in the first grade fail to make the passing mark 
in arithmetic, almost as many as in reading. Another point which 
attracts attention is the percentage of children not up to the passing 
grade of 70 per cent in penmanship. The question may be asked: 
Is arithmetic the most important subject in the Winchester schools, 
and is it so important that it must be taught in the first grade ? The 
answer to this question is found in the jDart of this report treating 
of the course of study. The teaching of penmanship is also dis- 
cussed in the same section. 

The failure by subjects in the Wadleigh School is shown in the 
following table : 

Pcrccntdge of failures in seven subjects, WaOleigJi School, June, 1919. 





Grades. 


Percent- 


Subjects. 


6 


7 


8 


number 
belong- 
ing who 
failed. 




12. 33 
«.22 
2.74 
8.22 

10.96 
2.74 
.00 


21.62 
19.82 
22.52 
1.80 
2.70 
.90 
.00 


19. 16 
12. 50 
1.66 
7.50 
.83 
4.16 
.00 




English.. 


14 14 


Gcoeranhv. 


9 54 






Spelling 




Penmanship 


2 63 


Reading 


00 








6.45 


9.90 


6.55 









Here again the greatest number of failures is in mathematics. 
English is a close second. Geography is responsible for a large per- 
centage of failures in the seventh grade, which reached the very high 
point of 22.5 per cent. 



The elementary schools of Winchester consist of the usual eight 
grades. Where the number of pupils makes it possible, the less gifted 
of the same grade are grouped together and the brighter ones are 
grouped together, constituting a grading within the regular grades. 
Such grouping is done on the basis of scientific tests of native intel- 
ligence, which, although not perfect, are after all more reliable than 
the mere judgment of the teacher or than any other means we have 
of determining the native ability of a child. Such grading within 
grades is highly desirable. The teaching can be much better adapted 
to each group. The mixing of the bright with the less gifted usually 
works an injustice to the bright and is no advantage to the dull. In 
many school systems special provision is made for the exceptionally 
bright as well as the exceptionally dull. The usual grade instruction 
is adapted only to children of average ability. In making these classi- 



OKGANIZATIOSr, ADMINISTEATION, AND riNAITCIDSTG, 29 

fications, it is obvious that a distinction must be made between the 
actually dull and those gifted children whose mental processes are 
merely slow. 

More adequate provision should be made in Winchester for chil- 
dren of low mental capacity who are not feeble-minded. They should 
not be grouped with the feeble-minded. 

When new and larger buildings are erected and when a real junior 
high school is organized, promotions should be made semiannually 
instead of, as is now done, annually. In that case when a pupil 
fails of promotion he is kept back only half a year, and gifted pupils 
will be able to skip a half year several times in their course who 
can not very easily skip a whole year. Such pupils at present do less 
skipping of grades than is desirable. The possibility of such rapid 
promotion is a wholesome incentive for work for bright pupils, who 
usually do much less work than they are easily capable of. Although 
the average age of entrance to the high school is low, this is in part 
at least due not to the rapid promotion of the gifted pupils but to 
the moderate requirements of the course as a whola. in the elementary 
schools. 

HEALTH ACTIVITIES. 

The health work in the Winchester schools is conducted by two 
school physicians assisted by the school nurse. Each elementary 
pupil is given a regular physical examination every other year and 
each high-school pupil every year. The teeth are examined twice 
a year in all tlie grades except the high school. 

5. SUMMARY OF CONCLUSIONS AND RECOMMENDATIONS. 

1. The proper relationship between the school committee and the 
superintendent obtains, in that the school committee acts as a legis- 
lative body delegating all executive functions to the superintendent 
of schools. 

2. While the expenditure per pupil in Winchester is high com- 
pared with that in other cities, the expenditure in proportion to 
wealth is low. 

3. The rate of taxation for school purposes in Winchester is low 
compared with that in other cities in different sections of the country 
and with other places in Massachusetts having less per capita wealth. 

4. The school committee distributes each dollar for each item of 
expenditure in about the same proportion as in other cities, somewhat 
less being expended for principals' salaries and for maintenance. 

5. Compared with 41 other cities between 10,000 and 25,000 popu- 
lation, Winchester apportions much less of the city funds to schools, 
Winchester apportioning 29 per cent and the median city 44 per cen':. 



so SUKVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

6. With only a few exceptions, the elementary-school teachers have 
had four years of high-school education and in addition two years 
of normal-school work. 

T. Measured in terms of experience, the elementary teaching corps 
ranks high, more than half having taught 15 or more years. 

8. Although teachers' salaries have been increased, this increase 
has not more than kept pace with the increased cost of living. Since 
salaries in 1914 were too low, they are still below what they should 
be to secure and to retain the best teachers. 

9. There should be a wider range between the minimum and the 
maximum salaries. The maximum should be about twice that of the 
minimum and attained only after some years of successful experi- 
ence. 

10. A salary schedule should be prepared so that increases in salary 
will depend upon advancement in scholarship, experience, and suc- 
cessful teaching. 

11. Since the principals teach, provision should be made for more 
general supervision. To this end a supervisor for the first six 
grades should be employed. 

12. A supervisor of art should be employed to give her entire time 
during the school year to this subject. 

13. Since the principals teach they should not be interrupted while 
teaching by calls from parents and by telephone calls. There should 
be a central exchange in the superintendent's office, so that parents 
and others would not be in direct communication with the various 
school buildings. 

14. Practically every child of compulsory school age is enrolled in 
the public or private Sihools. 

15. Although school attendance is comparatively good, it could be 
improved with more cooperation on the part of parents. 

16. Each year a sufficient number of children between 14 and 16 
years of age obtain work permits to organize a continuation school. 

17. Winchester has few over-age children compared with the num- 
ber in other cities. 

18. There are comparatively few failures; only 8.2 per cent of 
those belonging in June, 1919, failed of promotion. There are, how- 
ever, many failures in the first grade, the average for the grade being 
19.9 per cent. Arithmetic causes the greatest number of failures. 

19. The plan of grouping children according to ability is practical 
and should be continued, but more adequate provision should be 
made for children of low mental capacity who are not feeble-minded. 

20. When new and larger buildings are erected, promotions should 
be made semiannually instead of annually as is now done. 



Chapter 11. 



A SCHOOL BUILDING PROGRAM FOR WINCHESTER, 

MASSACHUSETTS. 



Contents. — Social and industrial conditions affecting schools; school must provide 
opportunity for work and play ; proportion of foreign-born parents ; school enrollment ; too 
many small buildings ; the work-study-play plan of organization ; three alternative plana 
for a building program ; comparison of costs of the three plans ; number of teachers re- 
quired by each ; conclusions. 

With the exception of the high school, Winchester has not erected 
a new school building for 19 years. Five of the nine elementary- 
schools were erected 30 years and more ago. Ail of the elementary 
school buildings are small, old, and entirely without modern school 
facilities. There is not an auditorium in any of these schools, nor a 
gj^mnasium ; and there are only two shops in all the nine schools, not 
counting the three special rooms in the Prince School. In spite of 
the fact that Winchester is a wealthy city, it has provided no ade- 
quate playground space for the masses of its children. In other 
words, the schoolhouses of Winchester are still the little red school- 
houses of olden days, with school seats but with almost nothing else 
in the way of equipment for the children's education. 

CHANGED SOCIAL AND INDUSTRIAL CONDITIONS AND THEIR EFFECTS ON 

SCHOOLS. 

Fifty years ago this would not have been a serious matter, for in 
those days children had the opportunity for the v/holesome work 
and play outside the school which was as much a part of their edu- 
cation as the study of the three R's in school. There was plent}^ of 
playground space for healthful play, and every New England town 
had the small shops where children could get the opportunity to 
handle tools and develop the mechanical knack which has always 
been such an asset in the growth of New England enterprise. There 
is such a common tendency to identify " schools " with " education " 
that it is important to emphasize the fact that education has always 
consisted of work and study and play, and that children must not be 
deprived of any of these three elements in their education if they 
are to grow in health and strength and develop initiative, intelli- 
gence, and the ability to think for themselves. But during the past 

31 



32 SUEVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

liulf century tlie modern city has deprived children of two of the 
important elements in their education — i. e., the opportunity for 
healthful work and play. It makes no difference whether the city 
is a metropolis like Boston or a suburb like Winchester. The point 
is that the modern city home, whether an apartment house or a 
suburban home, can offer few educational opportunities in the way 
of heiwithful work which develops tlie ability to think by attacking 
problems to be solved. Unfortunately for the children, the problems 
are solved so far as shelter, food, and clothes are concerned. There 
is no planting and harvesting to be clone in the city ; there are few, 
if any, animals to be taken care of; and there are no carpenter shops 
or forges to " tinker " in, thereby enabling the children to learn the 
ways of tools and materials. Yet children, until recently, have re- 
ceived much of their education through the opportunity to handle 
tools, to take care of animals, and to experiment in making and 
using things. 

CITIES DEPRIVE CHILDREN OF PLAY. 

But not only does the city deprive children of the opportunity for 
healthful work, it also deprives them of the chance for wholesome 
play. Children are not n^xurally bored with life; they are full of 
vivid interest in it — in investigating, experimenting, testing, finding 
out things. And yet one of the tragedies of city life is the number of 
bored and idle children whom anyone can see standing about on the 
streets, sitting on doorsteps, idling away the time. And it is not 
surprising, for what is there in an ordinary city street to arouse the 
creative, constructive-play instinct in children? The irony of the 
situation is that when they do try to express their natural instincts 
in play, they are often arrested for disorderly conduct. Play has 
become a crime in the modern city. But children will play, and if 
not given opportunity for the wholesome expression of it they will 
express it in other ways, for the city street is a most efficient educator. 
It can train children more rapidly in the wrong direction than the 
traditional school with nothing but books and school seats can edu- 
cate them in the right direction. Street play means education not in 
health and strength and wholesome living but precocious education 
in all the vicious sides of city life, which children never forget. 

SCHOOLS MUST TROVIDE OPPORTUNITIES FOR HEALTHFUL AVORK AND PLAT. 

For all these reasons it has come to be recognized that the city 
school must not only supply the opportunity for study in attractive 
classrooms under wholesome conditions but it must also return to the 
children the opportunity for the healthful work and play which the 
home no longer supplies. The school must have shops and labora- 



A SCHOOL BUILDING PEOGEAM FOR WliTCHESTEE. 33 

tories, drawing rooms and music rooms, auditoriums, gymnasiums, 
playgTOunds, and kindergartens. These are the essential minimum 
requirements of a modern school plant. It must be a place where 
the children can not only master the three R's but also find the 
oi^portunity to develop their special talents, for democratic education 
means variety of opportunity in accordance with the needs of each 
individual. Too many children now are graduated to the sidewalk 
as failures because the school has tried to make them measure up 
to a uniform standard instead of giving them the opportunity to 
express the best that is in them. But that opportunity does not come 
through exhortation but through the chance for children to try them- 
selves out in many different lines of work. We say that " children 
learn by doing." If that is so, then the school must give them an 
opportunity to do something ; it must become a place where children 
can live by taking part in tlie wholesome" activities by which children 
have always been educated. Moreover, if these educational principles 
are important for native-born children, they are even more important 
for children of foreign-born parents, who can do far less than the 
American-born parent in counteracting the undesirable effects of city 
life upon their children. 

rOKTT PEE CENT OF TIIE FATHERS OF PUBLIC- SCHOOL CHILDP.EN ARE 
FOEEIGN-BOEN. 

The general impressions about a city and the actual facts about it 
are often very different. The general impression about Winchester 
is that it is a residential suburb. That is true, but it is only part of 
the truth. It is also true that in Winchester there are quite a number 
of industries. There is a tannery, a laundry, a marble factory, a 
gelatin and glue factory, a watch-hands factory. Besides, there are 
factories for making felt, felt wheels, petticoats, leather machinery, 
and spindles. This means that a considerable proportion of the pop- 
ulation comprises working people whose children attend the public 
schools. Moreover, the parents of a large number of public-school 
children are foreign-born. In 1919 forty per cent of the fathers of 
public-school children in Winchester were foreign-born. Nineteen 
countries were represented — Austria, Brazil, Canada, Denmark, Eng- 
land, Finland, France, Germany, India, Ireland, Italy, Mexico, Nor- 
way, Poland, Portugal, Russia, Scotland, Sweden, and the West 
Indies. Of the parents of children in the Chapin School 84 per 
cent were foreign-born, and 49 per cent of the parents of children in 
the Eumford School were foreign-born. Thirty-two per cent of the 
parents of children in the Gifford School, 28 per cent in the Wash- 
ington School, 39 per cent in the Prince School, 37 per cent in the 
Wadleigh School, and 37 per cent in the high school were foreign- 
born. (See following table.) 
'25016°— 21 3 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



DMrihiUmx of birthplaces of male parents or guardians of children 
Chester schools, May, 1920.^ 


m 


Win- 




United 
States. 


Iieland. 


Italy. 


Canada. 


a 


Sweden. 


Scat- 
tering. 2 




Scliools. 


1 


1 


1 
1 
15 


1 

Ph 


1 


Ph 


1 

i 


1 
I 

Ph 


1 




1 
i 




1 


q 
8 

1 


Total. 


Higli .' 


170 
137 
75 
14 
64 
22 
36 

27 
28 
42 
53 


63 
63 
61 
15 

51 

72 
68 
87 
85 
28 
92 


38 
25 
11 

7 


14 
11 
10 

8 


12 
6 
5 

64 


5 
3 

5 


30 
30 
10 
2 
2 
3 
6 
6 
1 


11 

14 
9 
2 
3 
7 

12 
11 
3 


1 


3 
1 


2 

3 
2 

4 
2 


5 

7 
1 
3 

^ 
3 

1 
1 


2 
3 


10 
8 
2 
3 
8 
1 
2 
3 
2 
1 
2 




271 




218 




106 


C'hapiii 


93 


AV'yman 


73 




11 

2 


26 
6 

4 


3 


7 


43 




50 


GiUord 

Highland . 


' 


2 


5 


9 


57 
31 












4 
3 
1 



2 
2 


33 




56 
1 


1 


34 


23 


12 
3 


8 
6 






149 


Private.. 






58 



















Total 


707 


60 


154 


13 


125 


11 


105 


9 


30 


3 


24 


2 


37 


3 


1,183 







1 Each paieiit is counted once and assigned to school attended by oldest child. 
-'Includes Scotland 8, Russin 7, Germany 5, Denmarl: 4, Norway 2, Prance 2, West 
Indies 2, Finland 3, Austria 2, India 1, Mexico 1, Portugal 1, Poland 1, Brazil 1. 

This large percentage of public-school children having foreign- 
born parents means that the educational problem is far more difficult 
than formerly. It means that the school must really be the " melt- 
ing pot " of all these diverse elements. It means that it is impera- 
tive that Winchester erect the best type of modern school building, 
wliich shall serve as a social center, and which shall give the children 
the opportunity to develop the particular talents which all these 
different nationalities bring to America. Certainly if the modern 
city makes it necessary to provide playgrounds, shops, and science 
laboratories for American children, it makes it even more important 
to provide such facilities for children of the foreign born, since the 
crowded conditions under which the latter live are such that public 
playgrounds are absolutely essential, if they are to get the whole- 
some exercise necessary for every growing child. Again, because of 
the limited income of their families, these children have, as a gen- 
eral rule, far less opportunity than the American child to develop 
their gifts in handwork, music, drawing, and science. 

There are organizations in Winchester devoted to Americanization 
work, but apparently there is little realization of the fact that tKe 
best Americanization work that could be done would be to erect 
modern school buildings in which children could be wholesomely 
occupied all day, and which parents could use in the evening as social 
centers. 

QUESTIONS THAT MUST BE ANSWERED IK PLANNING A BUILDING PROGRAM. 

It is obvious from the foregoing that in developing a building 
program Winchester has much to do to make up for lost time, and 
also prepare for the future in giving its children the best type of 
modern educational opportunity. In order to plan a building pro-. 



A SCHOOL BUILDIISrG PiaOGRAM FOR WINCHESTER. 



35 



gram wisely and with due regard to economy, it is necessary to obtain 
answers to the following questions (1) What is the present school 
population? (2) What is the enrollment in the public schools? 

(3) Has there been an increase in enrollment in the past five years? 

(4) In what part of the city is the increase in the future likely to 
come? (5) In order to eliminate present congestion and also to 
provide for future growth, how many and what kind of new build- 
ings should be erected and in what parts of the city? (6) What 
appropriation is necessary to carry out an adequate building 
program ? 

SCHOOL ENROLLMENT. 

On October 30, 1919, there were 1,662 children enrolled in the 
public schools. Of this number, 1,342 were in the elementary schools. 
Five years before (Oct. 30, 1914) there were 1,847 children, of whom 
1,501 were in elementary schools. In other words, there has been 
a decrease of 185 children in all the schools and 159 in the elementary 
schools alone. Obviously, then, congestion is not the chief problem 
in a building program for Winchester. In fact, as will be seen from 
the following table, there are four more classrooms than there are 
classes in the public schools. The problem to be solved in planning 
a building program for Winchester is to provide school buildings 
with modern facilities for all the children and buildings so arranged 
as to make possible a more economical organization of the schools. 
The situation respecting enrollment and distribution among the 
schools of the city for the period 1914-1919 is shown in the following 
table : 



PuUic-school enrollment hy scJiools, 19U and 19J9— Capacity of school build- 
ings; number of regular classrooms, number of classrooms required. 




Grades. 


Capac- 

of 40 
pupils 
in a 

class. 


Total enroll 
ment. 


Increase 
(+)or 

decrease 
(-)m 

number 

°'lff^ 
1919. 


Classrooms. 


Num- 
ber ot 
teach- 
ers. 




Names of scbools. 


Octo- 
ber, 
1914. 


Octo- 
ber, 
1919. 


Num- 
ber 
avail- 
able. 


Num- 
ber re- 
quired. 


Excess 

of 
avail- 
able 
over re- 
quired. 


Princi- 
pals. 


1. Chapin 


1 K-l-e 
1-5 
3-4 
1-4 

1-4 
1-5 


160 

80 

160 
160 
160 
320 
} 200 


260 
151 
78 
55 
153 
146 
173 
333 
152 


220 
132 
61 
61 
116 
117 
144 
330 
161 


- 40 

- 19 

- 17 
+ 6 

- 37 

- 29 

- 29 

- 3 

+ 9 


8 
4 

2 
2 
4 
4 
4 

28 
65 


6 


2 



1 
1 


31 
1 


6 
3 
1 
1 
3 
3 
3 
9 
4 


1 


2. Gifford 




3. Highland 




4. Mystic 


1 


5. Rumford . 


I 






7. Wvman 


1 


8. Wadlcigb 


I 


9 Prince . . . 


1 






Total elementary 


1,640 


1,501 
346 


1, 342 
320 


—159 ' 41 


37 


4 


33 
19 


g 


High school 




- 26 




















Grand total . . . 




1,847 


1,662 


-185 








6 52 


10 








- 









1 Kindergarten and grades 1 to 6. 

2 Also 1 shop and 1 sewing room. 

« One less than the number required. 



* Kindergarten, special grades, and grades 6 and 7. 
6 Also 3 special rooms. 

• Also 3 special teachers. 



36 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

TOO MANY SMALL BUILDINGS. ■ t 

At the present time Winchester, like many other New England 
cities, is handicapped by having too many small buildings. This 
means greater cost of upkeep, as well as of initial outlay ; also fewer 
modem facilities for the children. In a large school with many chil- 
dren a community can afford to give a greater variety of facilities. 
For example, a school of 1,200 pupils can afford such facilities as an 
auditorium, shops, gymnasium, swimming pool, library, etc., whereas 
if the children were housed in two school buildings with separate 
sites, equipment, teaching force, and janitorial sei*vice, the total ex- 
pense of upkeep would obviously be much greater. In other words, 
the city has something to learn from the country in the matter of 
both the social and financial advantages of the consolidated school. 
As a matter of fact, Winchester has just about enough cliildren in 
the public elementary schools to make one good-sized school ; owing 
to local sentiment and local conditions, however, it will probably be 
necessary to have at least three — one for the west side, one for the 
east side, and one for the north end. 

TWO METHODS OF MEETING THE BUILDING SITUATION. 

Evidently, to provide for increase in enrollment, and also to provide 
the modern school facilities in which Winchester is so sadly lacking, 
especially in view of the fact that it has done nothing in the way of 
school building for nearly 20 years, will involve considerable expense 
and careful planning. There are two methods by which the program 
can be worked out. 

The first method would attempt to solve the situation by the usual 
procedure of adding classrooms or new buildings without changing 
the traditional school organization. All children would be expected 
to be in school seats at the same time, and if provision were made for 
special activities, such as shops or cooking rooms, the classrooms 
would remain vacant when such facilities were in use. If such 
special facilities were provided, therefore, they would have to be in 
addition to a classroom for every class. 

THE WORK-STUDT-PLAY PLAN OF ORGANIZATION. 

A second possible method of solving the building problem of Win- 
chester is what is commonly known as the work-study-play plan, 
now in operation in some 30 or 40 cities in the country. This plan 
developed in an attempt to solve the peculiar school problems cre- 
ated by the modern city. It grew out of a recognition of the fact 
that, as in the case in Winchester, the growth of cities makes the edu- 



A SCHOOL BUILDING PROGRAM FOR WINCHESTER. 



37 



cational problem far more difficult than formerly — in fact, has cre- 
ated a new school problem. The plan represents an attempt to meet 
these new conditions and to make it practicable, both administra- 
tiA^ely and financially, for school administrators to provide not only 
classroom accommodations but also such modern educational facili- 
ties, as gymnasiums, auditoriums, shops, and laboratories, where chil- 
dren may be kept wholesomely occupied in study and work and play. 
The following is a description of the plan taken from Bureau of Ed- 
ucation bulletin, 1919, No. 50, part 1: The Public School System of 
Memphis, Tenn. 

Briefly, the plan is tliis : A school is divided into two parts, each having the 
same number of classes, and each containing all the eight or nine grades. The 
first part, which we will call the "A School," comes to school in the morning, 
say, at 8.30, and goes to classrooms for academic work. While this school is in 
the classrooms, it obviously can not use any of the special facilities ; therefore, 
the other school — " B School " — goes to the special activities, one-third to the 
auditorium, one-third to the playground, and one-third is divided among such 
activities as the shops, laboratories, drawing, and music studies. At the end of 
one of two periods— that is, when the first group of children has remained, 
according to the judgment of the school authorities, in school seats as long as 
is good for them at one time — the A School goes to the playground, auditorium, 
and other special facilities, while the B School goes to the classroom. 

Under this reorganization on the work-study-play plan all the children would 
have not only the same amount of time for reading, writing, arithmetic, geog- 
raphy, and history, as formerly — 210 minutes — but also 50 minutes of play 
every day, 50 minutes a day of aiTditorium, and 50 minutes a day of shopwork 
every day in the week for a third of the year ; science every day for a third of 
the year, and drawing or music every day for a third of the year. 

The following table gives a possible program for the "A School," It will 
be recalled that there are 12 classes in this "A School," which are divided 
into 3 divisions of 4 classes each : Division 1, upper grades ; division 2, interme- 
diate grades ; division 3, primary grades. 

The "A ScJiool.'" 





Regular activities. 


Special activities. 


School hours. 


Academic instruction. 


Auditorium. 


Play and physical 
training. 


Cooking, shop, 
science, etc. 


8 30- 9.20 


Arithmetic— Divisions 1, 

2,3. 
Language— Divisions 1, 2, 

3. 








9.20-10.10 








10. 10-11. 00 


Division 1 


Division 3 


Division 2. 


11.00-12.00 
12 00- 1 00 


Reading— Divisions 1, 2, 


Entire "A School" 


at luncheon. 




1.00- 1.50 








1 50- 2 40 


Division 3 


Division 2 


Division 1. 


2.40- 3.30 








Division 1. 













38 SUKVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

The " B School:' 





Regular activities. 


Special activities. 


School hours. 


Academic instruction. 


Auditorium. 


Play and physical 
training. 


Cooking, shop, 
science, etc. 


8. 30- 9. 20 










9. 20-10. 10 




Divisions 


Division 2 


Division 1. 


10.10-11 00 


Arithmetic-Divisions 1, 

2,3. 
Language— Divisions 1, 2, 

3. 








11.00-12.00 








12.00- 1.00 
1.00- 1 50 


Entire "BSnhonr 
Division 1 


at luncheon. 
Division 3 


Division 2. 


1.50- 2.40 


Reading— Divisions 1, 2, 

History and geography- 
Divisions 1, 2, 3. 








2.40- 3.30 

















This program represents a change in the traditional method in several im- 
portant points. In the first place, it breaks up the custom of having all children 
in classrooms at the same time and letting the classrooms lie idle when the 
children go to the au<iitorium, shops, and playground. In other words, it ap- 
plies to the public .school the principle on which all other public-service institu- 
tions are run ; that is, the multiple use of all facilities all the time. For example, 
it is evident that our transportation system is made possible because of the fact 
that all people do not A\ish to ride at exactly the same time; concerts and 
theaters are made available to many people because one person can use an- 
other's seat when he does not want to use it; hotels can accommodate thou- 
sands of people because they are not run on the principle of reserving each 
room for the exclusive use of a single individual during the whole year. On 
the other hand, the public-school system has been run on the principle of 
re.serving a seat for each child during the whole year. All children have to be 
in school seats from 9 to 12 a. m and from 1 to 3 p. m. ; all have to go home to 
lunch at the same time; and at 3 o'clock all are dismissed and turned out to 
play. 

There would, after all, seem to be no good reason why the principle of other 
public-ser\ice institutions, i. e., multiple use of facilities all the time, should 
not apply to the school, nor any reason why all children should be in classrooms 
at the same time, nor why the special facilities should be used only a frac- 
tion of the day, provided, of course, that the children receive during the 
day the required amount of academic work. In fact, it is difficult to see 
how the problem of providing enough classrooms, or playgrounds, or audito- 
riums for the mass of children is ever to be met if all children have to be 
in classrooms at the same time, and if all children have to play at once. More- 
over, there seems to be no good reason from an educational standpoint why chil- 
dren should all have to do the same thing at the same time. 

PRINCIPLE OF MULTIPLE USE MAKES MODERN EDUCATIONAL FACILITIES FINANCIALLY 
PRACTICABLE. 

Fortunately, however, if the principle of multiple use is applied to public- 
school facilities, it is possible to provide not only adequate classroom accom- 
modations but also auditoriums, gj'mnasiums, and shops for the mass of chil- 
dren. In fact, accommodations may be provided in all facilities, if they are 
in use constantly by alternating groups, at less cost than regular classrooms 
alone may be provided on the basis of a reserved seat for every child. For ex- 



A SCHOOL BUILDING PROGRAM FOR WINCHESTER. 39 

ample, in a 24-class school, under the traditional plan, 24 classrooms are needed 
in addition to all the other special facilities. Under the work-study-play 
plan only 12 classrooms are needed. The classroom, however, is the most ex- 
pensive unit in the school, therefore since only half the usual number of class- : 
rooms is needed, i. e., classrooms in a 24-class school, the cost of the remainde*' 
is released for all the other special facilities. 

FLEXIBILITY OF THE PEOGKAM. 

A progTam based upon the multiple use of facilities not only makes possible 
modern educational advantages for the children but It also makes it possible 
to have a flexible program. A study of the different types of these schools in 
different parts of the country shovv^s that it is possible for a community to 
adapt the program to its particular needs. For example, it is possible to 
ari-ange to have the school begin at 8.30, 8.45, or 9 a. m., or any other hour 
desired. Or, if the school begins at 8.30 and certain parents object to having 
their children leave for school so early, it is possible to put these children in 
the " B School," which begins the day with special activities ; in this case the 
children can omit the play period from 8.30 to 9.20 and arrive at school at 9.20. 
Or again, many parents prefer to have their children take special music lessons 
after school. It often happens that home work or staying after school inter- 
feres with these lessons. Under the work-study-play plan it is possible to put 
such children in the "A School " and let them omit the play period or the 
auditorium in the afternoon from 2.40 to 3.30 p. m. There is, of course, no 
reason why children should not be given credit for these out-of-school activities 
if so desired. Again, a child who is backward in a special subject, such as 
arithmetic, and is being held back in a grade because he can not master that 
subject, can double up in arithmetic for a number of weeks by omitting the 
auditorium period until he has made up the work and is ready to go on with 
his grade. As for the special activities, each community and each section of 
the city can have the special facilities wliich the school authorities and parents 
desire. 

THE SCHOOL TAKES OYEB. THE STREET TIME OF THE CHILD. 

As has been pointed out, one of the most undesirable elements in the life of 
city children is the street life in which they have hitherto spent so large a part 
of their time. The average city school is in session about 180 days in the year. 
This means that even though all the children attended the entire time, they 
would still be out of school 185 days in the year. Obviously, because of the 
conditions of modern city life it is necessary that the school take over some of 
the time now spent by the child on the city streets, especially the school year. 
At present if 10 hours of the 24 are allowed for sleep, and 6 for meals and 
home duties, there still remains 8 hours to be accounted for. Even if the chil- 
dren were in school 5 hours every day there would still be 3 hours left, and 
as is well known these hours are spent on the city streets and not always to 
the child's advantage. At least one or two of these should be taken over by 
the school, and wholesome activity in work and play provided. 

The work-study-play plan does this by lengthening the school day an hour 
or more as each community may desire, and by offering to the children the 
wholesome activity in shops and laboratories and on the playgrounds, which is 
so essential for them. It should be box'ne in mind, however, that this length- 
ening of the school day does not necessarily lengthen the number of teaching 
hours of any teacher. It is necessary that she be around the building six 
hours, but she need not teach more than five hours. 



40 SUEVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

How this plan can be adapted to the school needs of Winchester will 
be explained in the discussion that follows. 

A BUILDING PROGRAM. 

Three alternative plans are offered in the following discussion. In 
all three plans the aim has been to give to all children, whether in 
elementary schools or junior high schools, modern school advan- 
tages — playgrounds, auditoriums, shops, and laboratories. The dif- 
ference in the plans is that Plan I is based upon the erection of two 
combination elementary and junior high school buildings (west side 
and north end), and one 6-grade school (east side), Plan II is based 
upon the erection of one separate junior high school (west side) 
and one combination elementary and junior high school (north end) 
and two 6-grade schools (east and west sides) ; while Plan III is 
based upon the erection of one separate junior high school (west 
side) and three 6-grade schools (east side, west side, and north end). 
The cost of the buildings and the number of~ teachers required under 
each plan are given on the basis both of the work-study-play plan 
of organization and of the traditional plan of school organization. 

PLAN I. 
[Based on having two combination elementary and junior higli schools.] 

1. West side. — Erect a new school building on the west side. Make 
it a combination elementary and junior high school. House in it the 
pupils from Wyman, Prince, Mystic, the seventh and eighth grades 
from Wadleigh, and the children of the first year of high school 
who reside on the east and west sides, thus constituting the ninth 
grade of this junior high school. The enrollment would then be as 
follows : 

Pupils. 

Wyman School 144 

Prince (minus the seventh grade) 88 

Mystic School 61 

Seventh and eighth grades, Wadleigh and Prince 321 

First grade in high school 123 

Total (making 19 classes) 737 

Make this a 24-class school, thus allowing for a growth of 5 classes 
or 200 pupils. Under the work-study-play plan the building would 
contain 12 classrooms and a kindergarten, an auditorimn and gym- 
nasium (and swimming pool, if desired), 2 shops for boys, 2 shops 
for girls, 2 science laboratories, 1 drawing room, 1 music room — 21 
units. At a cost of $16,000 per classroom unit, this would make 
$336,000. Under the traditional plan of school organization, 33 units 
would be needed, which would bring the cost to $528,000. 



A SCHOOL BUILDIITG PROGEAM FOR WHSTGHESTER, 41 

2. North end. — Erect a new building at the north end, to be a com- 
bination elementary and jimior high school. The pupils from Wash- 
ington, Chapin, and Rumford Schools should be housed in this 
building. The enrollment would then be as follows (not including 
seventh and eighth grade students who now go to Wadleigh and 
Prince. These pupils should be included in the number to attend 
the new school, but it was impossible to include them, as it was not 
possible to get the number in Wadleigh who came from the north 
end) : 

Pupils. 

Chapin School- 220 

Washington 117 

Riimforcl 116 

Total (making 12 classes) 453 

Make this into an 18-class school, allowing for a growth of at least 
6 classes. This would necessitate a building of 9 classrooms and 1 
kindergarten, 1 shop for girls, 1 for boys, 1 science laboratory, 1 
drawing room, 1 music room, an auditorium, and a gymnasium — 15 
units. This would cost approximately $240,000, Under the tradi- 
tional type of school organization, 24 units would be needed, which 
would bring the cost to $384,000. 

3. East side. — Consolidate Highland, Gifford, and the sixth grade 
in AVadleigh into a six-grade school on the east side. The enrollment 
would then be as follows : 

Pupils. 

Wadleigh (sixth grade) 82 

Highland 61 

Gifford 132 

Total (making 7 classes) 275 

The enrollment in this school is not likely to increase, as it is in a 
part of the city that is not growing. This school could be made into 
an 8-class school. Wadleigh has 8 classrooms, 2 shops, and a room 
for play or for another shop in the basement. Four of the rooms 
could be used as classrooms, 1 as a nature-study room, 1 as a drawing 
and music room ; 2 could be turned into an auditorium, and the attic 
could be made into a gymnasium, which, with the play space clown- 
stairs, could give enough indoor play space. The outdoor play- 
ground space is too small, but it is large enough for one-sixth of 
the school to play in at one time, as would be necessary under the 
work-study-play plan. 

As there is not enough space in the Wadleigh School for the 
kindergarten children, and as it is important to continue to use the 
Gifford School, it is suggested that two rooms in Gifford be used for 
the kindergarten, and the other two rooms for additional shops when 
considered desirable. 



42 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



The cost of changes and additional equipment would approximate 
$5,000. Under the traditional plan of school organization, two units 
plus an auditorium and a gymnasium would be needed. This would 
necessitate using Gifford as an annex, or cutting out these activities. 
The cost of reconstruction in either school would be the same, $5,000. 
But the cost of overhead would be greater. 

Summary of costs and capacity^ — Plan I. 





Under the work-s 
plan. 


udy-play 


Under traditional plan of 
school organization. 


Buildings. 


Num- 
ber of 
units. 


Cost. 


Classes 

provided 

for. 


Num- 
ber of 
units. 


Cost. 


Classes 

provided 

for. 


1. New school buildings for 24 classes, on the 


21 
15 


$336,000 

240,000 
5,000 


24 

IS 
8 


33 
24 


8528,000 

384,000 
5,000 


24 


2. New school building at north end, for 18 
classes 


18 


8 Reconstruction of Wadleigh 


8 










36 


581,000 


50 


57 


917,000 


50 









This does not include the cost of sites for (1) and (2). 
PLAN II. 



Among plans for building programs which have been suggested at 
various times for the Winchester schools, the proposal has been 
made that a separate building for the junior high school be erected. 
Plans II and III show how this can be done, first (Plan II) on the 
basis of having a separate junior high school for east and west side 
children, and a combination elementary and junior high school for 
the north end; and second (Plan III), on the basis of having one 
junior high school for all children in the city and three six-grade 
schools. 

Plan II would then involve erecting the following buildings : 

1. Wef^t side. — An elementary school to accommodate the elemen- 
tary school pupils from Wyman, Mystic, and Prince (minus the 
seventh grade) , 293 pupils, or 8 classes. A building should be erected 
to accommodate at least 10 classes, so as to allow for growth. This 
would mean a building, under the work-study-play plan, of 5 class- 
rooms and a kindergarten, 4 special rooms, an auditorium, and a 
gymnasium, 10 units, $160,000. Under the traditional plan, 10 class- 
rooms would be needed, making 14 units; cost, $240,000. 

2. A junior high school on the west side to accommodate the sev- 
enth, eighth, and ninth grades from the east and west sides, 444 
pupils, or 12 classes. It would be necessary to erect a building to 
accommodate at least 16 classes. This would require under the work- 
study-play plan, 8 classrooms and 8 special rooms, 16 units, $256,000. 
Under the traditional plan it would require 24 units, $384,000. 



A SCHOOL BUILDING PROGRAM FOR WINCHESTER. 



43 



3. NortJi end. — Erect a combination elementary and junior high 
school, as per Plan I, 

4. East side. — Reconstruct Wadleigh into a six-grade school, as per 
Plan I. 

The total cost of a building program under Plan II would be as 
follows: 

Cost of bnUding program on hasfs of one separate jnnior high school and one 
comhination elementary and junior high school — Plan 11. 





I'nder the work-study-play 
plan. 


Under the traditional plan. 


Buildings. 


Num- 
ber of 
units. 


Cost. 


Niunber 

of 
classes. 


Num- 1 

ber of Cost. 

units, ! 

i 


Number 

of 
classes. 


1. Nevr elementary school building, west 
side 10 classes 


10 
16 

15 


S160,000 
256,000 

240,!100 
5,000 


10 
16 

18 


15 

24 

24 


S340,000 
384,000 

384,000 
5,000 


10 


2. Junior high school, west side, 14 classes.. 

3. Combination elementary and junior high 

school building, north end, 18 classes.. 
4 EecoR'Jtruction of Wadleigh 


15 

18 

8 








Total 


41 


661,000 


52 


63 


1,013,000 


52 







[Based on the plan of having one Junior high school for all seventh, eighth, and ninth 
gi-ade pupils, and three elementary school buildings, containing only grades 1 to 6, 
inclusive.] 

1. Erect a 6-grade school on the west side, as per Plan I. 

2. Erect a 6-grade school on the east side, as recommended in 
Plans I and II; cost, $5,000. 

3. Erect a 6-grade school in the north end. Chapin, 220 ; Washing- 
ton, 117; Rumford, 116; total, 453, or 12 classes. Make this into a 
16-class school. This would necessitate having a building of 8 class- 
rooms and a kindergarten, 1 shop for girls, 1 for boys, 1 nature- 
study room, 1 drawing room, 1 music room, an auditorium and 
gymnasiiun, 14 units. This would cost approximately $224,000. 
Under the traditional type of school organization 22 units would be 
needed, which would bring the cost to $352,000. 

4. Erect a junior high school to accommodate all seventh, eighth, 
and ninth grades in the city. 

It would then be necessary to erect a junior high school to accom- 
modate 18 classes, thus allowing for a growth of 6 classes. This 
would require 9 classrooms and 8 special rooms, 17 units, $272,000. 
Under the traditional plan it would require 26 units, $416,000. 



44 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



Summary of costs and capacity on Msis of one junior high school and three 
six-grade schools — Plan III. 





Under the work-study-play 
plan. 


Under the traditional plan. 


Buildings. 


Num- 
ber of 

units. 


Cost. 


Number 

of 
classes. 


Num- 
ber of 
units. 


Cost. 


Number 
of 

classes. 


1. Six-grade school on the west side 


10 


$160,000 

5,000 

224,000 

272,000 


10 
8 
16 

18 


15 

22' 

26 


$240,000 

5,000 

352,000 

416,000 


10 

8 




16 
17 


16 


4. Junior high school 


18 






Total 


41 


661,000 


52 


63 


1,013,000 


52 







COMPAKI.SON OF COSTS UNDER THE THREE PLAN.S. 

It will be seen from the foregoing that under the work-study-play 
plan, Plan I would cost $581,000, as against $661,000 under Plan II 
or III, a difference of $80,000. Under the traditional type of school 
organization Plan I would cost $917,000, as against $1,013,000 under 
Plan II or III, a diiference of $90,000. 

Plans II and III cost the same, the difference being that the junior 
high school under Plan III would be larger and the six-grade school 
at the north end smaller than under Plan II. 

Let us noAv consider the number of teachers required under these 
plans. 

NUMBER OF TEACHERS REQUIRED. 

According to the 1919 annual school report of "Winchester, there 
were 33 teachers in the elementary school and 9 principals, total 42 ; 
in the high school, 19 teachers and 1 principal; and in addition, 3 
special teachers, making a grand total in the teaching force of 65. 

In the building program as suggested the number of elementary 
teachers required on the basis of the present number of classes would 
be as follows : In Plan I, under the M^ork-study-play plan, 47 teach- 
ers, or 5 more than at present employed. Under the traditional 
plan, 57 teachers, or 15 more than at present employed. 

In Plans II and III under the work-study-play plan, 54 teachers 
would be needed, i. e., 12 more than are now employed; under the 
traditional plan 58, or 16 more than at present emplo^'ed. (See fol- 
lowing table.) 

Furthermore, it should be noted that not only are more teachers 
needed under the traditional plan, but even under such circumstances 
special teachers of drawing, music, nature study, auditorium, and 
play are not included. If these special teachers were included, as 
they are in the estimate under the work-study-play plan, it would 



A SCHOOL BUILDING PKOGRAM FOR WINCHESTER. 



45 



bring the number of teachers under Plan I to 65 and Plan II to 74, 
as contrasted with 47 and 54, respectively, under the work-study- 
play plan. (See following table.) 

Teachers required under the work-study-play organisation — Plan I. 



Schools. 


Begiilar 

teachers. 


Special 
teachers. 


Teachers 
of audi- 
torium. 


Teachers 
of play. 


Total. 


1. Elementary and junior high school, west side 

2. Elementary and junior high school, north end 


10 
6 
4 


8 
4 
4 


2 
1 
1 


2 
1 
1 


22 
12 
















44 












3 














Total teaching force required 










47 

















This is five more teachers than there are at present in the elemen- 
tary-school force. It should be remembered that the plan contem- 
plates putting the present first-year high school into the junior high 
school as the ninth grade, 123 pupils, or 3 classes; therefore some 
teachers could doubtless be transferred from the high school to make 
up this deficit. 

Teachers required under the icorlc-study-play organization — Plans II and III. 



Schools. 


Regular 
teachers. 


Special 
teachers. 


Teachers 
of audi- 
torium. 


Teachers 
of play. 


Total. 




4 
6 
6 
4 


4 

4 
4 


1 
2 

1 
1 


1 
2 
1 

1 






IS 


3. Elementary and junior high school, north end 


12 






Teachers required 










50 


























Total required on basis of separate junior high 


























Teachers required under the traditional organisation — Plan I. 



Schools. 


Regular 
teachers. 


Special 
teachers.i 


Audito- 
rium 
teachers. 


Play 
teachers. 


TotaL 


1. Elementary and junior high school, west side 

2. Elementary and junior high school, north side 

3. Highland and Gifford sixth-grade school 


20 
12 
8 


8 
4 






28 






16 






10 






















Principals required. . . . . 










3 
























67 















I This does not include special teachers of drawing, music, nature study, auditorium, and play. 



46 SURVEY OF THE SCHOOLS OF WINCHESTEE, MASS. 

Teachers required under the traditional organization — Plans II and III. 



Schools. 


Regular 
teachers. 


Special 
teachers.i 


Audito- 
rium 
teachers. 


Play 
teachers. 


Total. 




8 

12 
12 

8 


2 
8 
2 
2 






10 


2 Junior high school west side 






20 


3. Elementary and junior high school, north end 






14 






10 










Teachers required 










54 


























Total teaching force 










58 















' This does not include special teachers of drawing, music, nature study, auditorium, and play. 

If an average salary of $1,200 is allowed for these teachers, the 
cost of the ditferent plans in terms of additional teachers can be 
stated as follows (see following table) : 

Plan I would require under the work-study-play plan five extra 

teachers, at a cost of $6,000. 
Plan I would require under the traditional plan 15 extra teachers, 

at a cost of $18,000. 
Plans II and III would require under the work-study -jdI ay plan 

12 extra teachers, at a cost of $14,400. 
Plans II and III would require under the traditional plan 16 
extra teachers, at a cost of $19,200. 

Number of teachers required and estimate of cost of increase under work-study- 
play plan and under traditional plan of school organization. 











Under traditional plan. 




Under work-study-play 
plan. 


Minus special teachers of 
auditorium, play, music, 
drawing, nature study. 


With special teachers. 




Teach- 
ers. 


Increase 
over 

present 
num- 
ber. 


Cost at 
average 
salary 
of $1,200 
per year 

per 
teacher. 


Teach- 
ers. 


Increase 
over 
present 
num- 
ber of 
teach- 
ers. 


Co.st at 
average 
salary of 
$1,206 per 
teacher. 


Teach- 
ers. 


In- 
crease. 


Cost 


Plan I 


47 
54 


5 
12 


$6,000 
14,400 


57 

58 


15 
16 


$18,000 
19,200 


65 

74 


23 
32 


$27,600 
38,400 


Plans n and m 



CONCLUSION. 



It is obvious from the foregoing that Plan I (providing for two 
combination elementar}^ and junior high schools) under the work- 
study-play plan of school organization is the most economical plan, 
both with regard to initial costs and number of teachers required; 
but any one of the three plans under the work-study-play plan is more 
economical than any under the traditional type of school organiza- 



A SCHOOL BUILDING PROGEAM FOR WINCHESTER. 47 

tion. For example, the highest cost for building under the work- 
study-play plan is $661,000, while the lowest cost under the traditional 
plan is $917,000. 

Moreover, in regard to teachers, Plan I would require, under the 
work-study-play plan 5 extra teachers; under the traditional plan, 
15 extra teachers. Plan II or III would require under the work- 
study-play plan 12 extra teachers, while under the traditional plan it 
would require 16. 

ECONOMY NOT THE MOST IMPORTANT CONSIDERATION. 

However, economy is not the most important consideration. The 
essential point is that all the children in Winchester's schools should 
have the best modern school equipment in the way of playgrounds, 
auditoriums, laboratories, shops, and drawing rooms, and the oypor- 
twvity to use them. The chief drawback to the traditional type of 
school organization is not that it is more expensive than the work- 
study-play plan, but rather that, even when shops and playgrounds 
and laboratories are provided in the traditional school, the program 
is so inflexible that it is impossible for all the children to get the 
opportunity for work and play in the shops and playgrounds every 
daj''. It is impossible to give every child in school a well-balanced 
program of work and study and play every day unless the principle 
of multiple use of facilities is applied to children's activities as it 
is to the activities of adults. 



Chapter III. 

THE WORK IN THE KINDERGARTEN AND THE PRIMARY 
GRADES. 



Contents. — 1. In the kindergartens ; retardation reduced ; an Introduction to organized 
education ; habit formation ; oral conversations ; methods employed ; need of purposeful 
work ; how to realize important aims ; equipment ; relation between kindergarten and first 
gfJide ; recommendations. 2. In the primary grades ; a morning in first grade ; oral lan- 
guage ; preparation needed by teacher ; music ; phonics ; gymnastic exercises ; arithmetic ; 
readiug ; overcrowded program ; housekeeping in first grade-; a rainy day in second and 
third grades ; gardening ; conclusions. 



1. IN THE KINDERGARTENS. 

There are five elementary schools in Winchester, only two having 
kindergartens. While 80 children receive one extra year's instruction 
in these kindergartens, approximately 120 children are denied this 
privilege. If kindergarten training has value, it should be available 
to all the children of suitable age ; if the kindergarten has no place 
in public-school education, the taxpayer should not be asked to sup- 
port it. That the parents of Winchester consider kindergarten 
training of value, and that they would send their children to the kin- 
dergarten if there were a sufficient number of them, is evidenced by the 
fact that children from cultured homes ride on the street car in order 
to attend one kindergarten wdiile children from the poorer part of the 
city walk over a mile to attend the other kindergarten. This suggests 
the fact that the kindergarten appeals to all classes of children. It 
does not exist for either extreme of society. In many progressive 
school systems it has been incorporated as an integral part of public 
education. 

The inclusion of the kindergarten in systems of public education 
is based on the modern conception that education is a process of de- 
velopment rather than a system of mechanical training. The im- 
pulses, instincts, and interests of the young child form the basis of 
the course of study in the kindergarten rather than instruction from 
books which comes later in his school life. Ideas are necessary to 
understand books; ideas are gained through the senses, our first 
teachers. The child gains skill with his hands by learning to use 
many kinds of material. His ear is trained through songs and re- 
48 



WOKK IF KINDEEGARTENS AND PRIMARY GRADES. 49 

sponse to the piano in games and rhythmic activities. By means of 
stories and oral conversation he enlarges his stock of ideas and in- 
creases his vocabulary; and in all these kindergarten activities he 
is gaining power of attention, habits of obedience, practice in ex- 
pression, and ability to work in a group. Through walks and ex- 
cursions, through pictures, stories, songs, and games his imagination 
is quickened and his eyes are opened to the world about him. These 
interests and habits and skills are basic in all school work, and thus 
the kindergarten forms the transition from the home to the organ- 
ized work of the school. 

THE KINDEEGAKTEN REDUCES RETARDATION". 

The highest percentage of retardation is in the first grade in 
schools all over the country. The natural inference is that children 
in the first grade have been placed too quickly in a highly organized 
situation. In Buffalo, N. Y., so many children had to repeat the 
work of the first grade that it was found necessary to remedy this 
condition, and, as a result, kindergartens were opened in all ele- 
mentary schools. 

A study of the effect of the kindergarten in lessening the number 
of repeaters was made by a committee, appointed in 1915, of the 
superintendents and school boards branch of the Michigan State 
Teachers' Association, reported by Berry. In 19 towns without a 
kindergarten the percentage of repeaters, all grades considered, was 
28.7 per cent greater than in the 75 towns having kindergartens ;. 
while in the first grade, taken by itself, the table shows that the per- 
centage of repeaters in the towns having no kindergartens exceeded 
the towns having the kindergarten by 69.5 per cent. 

A study of the question, Does the kindergarten tend to prevent re- 
tardation? was made in each of two schools of Louisville, Ky.,'- in 
which there have been kindergartens for a period of years long enough 
to test the progress of the child from the kindergarten through 
the eighth grade. These studies involved an examination of the 
records of 959 children and lead to the following conclusions: 

That the kindergarten tends to prevent retardation, that the 
kindergarten child is less liable to fail, and that kindergarten train- 
ing is equal on the average to a gain of four or five months of school 
life. 

THE KINDERGARTEN AS AN INTRODUCTION TO ORGANIZED EDUCATION. 

While the kindergarten helps to solve the problem of retardation, 
this is not the primary reason for making it a part of every school 

>An. rep., board of educ, Louisville, Ky., 1916-17. 
25016°— 21 4 



50 SURVEY OF THE SCHOOLS OF WIISTCHESTER, MASS. 

system ; there are values which do not lend themselves to statistical 
formulation. The kindergarten is concerned with the spirit and 
content of education, and its object is to help the child live his life 
to the full in the earlier stages of development, which are recognized 
as important years of the child's life. The way a child begins school 
is of great significance, and the kindergarten has proved its value as 
the introduction to organized education. 

How do the kindergartens of Winchester measure up in giving 
children a basis for more organized work? 

The problems of the two kindergarten teachers presented a dis- 
tinct contrast, because of the different tj^pes of homes from which 
the children came. In this report Kindergarten A will be used to 
designate the kindergarten where the children come from homes 
where there is a background of American culture. In Kindergarten 
B many of the children are from foreign homes, where opportunities 
for American culture are more limited. 

HABIT FORMATION IN THE WINCHESTER KINDERGARTENS. 

Habit formation is a necessary part of the educational process. 
The child's education begins long before he enters school. The 
kindergarten builds upon the habits that have been formed in the 
homes and supplements home training. The personal habits of the 
children in the kindergartens of Winchester were well established, 
and the kindergarten teachers were alert to this aspect of training. 
The kindergarten housekeeping was excellent; the children were 
neat and clean. Individual children were reminded to place the 
hand over the mouth and turn aside the head when coughing. There 
was a supply of clean handkerchiefs in Kindergarten B, where the 
children came from the type of home that does not always supply 
this needed article. The teachers were careful to see that the chil- 
dren were seated in chairs where their feet touched the floor, and a 
full half hour was spent out of doors in supervised play in addition 
to walks and excursions. 

Habits of courtesy were encouraged. One child noticed that 
another's shoe string was untied, and offered to tie it and did it very 
skillfully. One child was rebuked for shaking his head in assent to 
the teacher's question, and all the children were reminded of the 
courteous form of assent and dissent and the use of the right hand 
in shaking hands in greeting. One little child was corrected for 
carelessly tearing his paper napkin at luncheon. 

The informality of the life in the kindergarten gives rise to situa- 
tions through which the children learn social behavior. The chil- 
dren were playing " Musical Chairs," each child finding a chair 
when the music stopped. The children became so interested in the 



WORK IN KINDERGAETEFS ATTD PEIMARY GRADES. 51 

game that they scrambled over the backs of the chairs, instead of 
marching around them. The " rules of the game " were then 
worked out by teacher and children, and followed faithfully. At 
another time in the morning some of the children wished to play 
one game, while a second group was just as emphatic in wishing to 
play another, i'he teacher did not make the decision, but the chil- 
dren were allowed to vote, and the minority cheerfully yielded to the 
will of the majoritj'^. In these ways the children were helping to 
work out the problem of government in a group, and were learn- 
ing the necessity for rules, instead of following* blindly an imposed 
procedure. 

In both kindergartens there was a spirit of cheerful obedience. 
Directions were given in an informal manner, and the children in 
general gave good attention. When one teacher wished to divide 
the group into a new formation, she called 12 or 14 names in quick 
succession. The children had the power to wait until she had fin- 
ished, and then those whose names had been called passed quickly to 
another part of the room. There was no elaborate marching with 
chairs to music from circles to tables. Neither were the children 
dependent on the piano for signals, which sometimes makes kinder- 
garten children unable to respond to oral directions when they pass 
on into the primary room. 

On one occasion the children talked too freely when they should 
have been ready for work. It was the teacher's skillful handling of 
the situation tliat secured attention, instead of a realization on the 
children's part that a work period was beginning. Even little chil- 
dren can develop habits of self-control, and there is often danger 
that children ^hall be dependent upon the ingenious devices of one 
type of teacher i- upon the mechanical regime of the formal type 
of teacher, instead of acquiring a body of habits which are the basis 
for self-control and which mav be carried with them through life. 

SUBJECT MATTER OF ORAL CONVERSATIONS. 

The subject matter in the oral conversation periods in both kinder- 
gartens was chiefly about birds and flowers. All subject matter 
should grow out of the immediate interests of the children. It was 
natural that in the late spring and in a suburban community like 
Winchester nature material should have been selected. In both kin- 
dergartens the children had been out walking, and actual experiences 
were the basis for the conversation. 

In Kindergarten A the children gave evidence of an appreciation 
of bird life by freely giving suggestions of their own. The song, 
"Pretty little bluebird," drew forth the question from one child, 
"T\Tiy can't we play it? " and as the child asked the question her 



52 SUEVEY OF THE SCHOOLS OF WI:NCIIESIER, MASS. 

arms began to sway unconsciously. She was chosen for the blue- 
bird, and David said, " We'll sing the first part, because we're sitting 
in our chairs," So the children sang to the bluebird, and the little 
arms that had been swaying unconsciously as an expression of the 
child's real dramatic feeling moved freely with the rhythm of the 
swiftly running feet as the child threw herself into the joyous 
activity. 

The song of the bluebird suggested to one child Stevenson's verse, 
" Birdie with a yellow bill." The children said the verse with evi- 
dent appreciation of the forbidden " ain't " in the last line. One 
little child remarked, "He said 'ain't.'" The teacher said, "Yes; 
the little bird didn't know how to talk, but what would we say?" 
And the children said in an assured tone, "Aren't." This teacher did 
not destroy the playful qualit}'^ of the Stevenson verse by changing "it 
to a grammatical form, but when the question of technical grammar 
did come up she handled it with the true art of teaching, through 
interpreting the spirit of the poem. 

The next day one of the children brought his Stevenson's Child 
(xarden of Verses to school, and the teacher read the children some 
of the poems, and they found the one that said "A birdie with a 
yellow bill." They showed other poems, saying, " This is about the 
wind"; and another child said "Way over here it tells about 'The 
little shadow.' " This is the very best preparation for first-grade 
reading. The stories and poems that the children become familiar 
with in the kindergarten through oral language are seen by them 
in another form on the printed page, and they become interested in 
the symbols that say these same words that they know and love so 
well. 

These two instances of the dramatization of the song of the blue- 
bird and the interpretation of the Stevenson poem illustrate the fact 
that these children, with a background of homes with books and 
mothers who tell stories and say poems, really appreciate the subject 
matter of the kindergarten. 

They were constantly giving suggestion that enriched the pro- 
gram. One child introduced a garden game which he had learned 
in Sunday school, and he showed power of organization in choosing 
the children to play the game and in showing them how to play it. 
He gave directions freely to teacher and children alike. For ex- 
ample (to teacher) , '*■ You play the piano ; that's the way to make 
the sun and rain." (To children, who were seeds) " Don't grow up 
so fast ; seeds don't grow that way ! " 

These children brought material from home, besides picture books. 
One child brought a clock face with hands that could be made to 
point to the different hours. At the beginning of the morning circle 
this clock face had been placed with other treasures in the middle 



WORK IIvT KINDEEGARTENS AND PRIMAEY GRADES. 53 

of the ring, until the time should come to share with all the children 
what each child had brought from home. Nothing had been said 
about the clock, but when 9.30 came, one little child slipped quickly 
into the center of the ring and made the hands point to the same 
hour as the real clock and said, " It's half past nine ! " Telling time 
was then made the basis of discussion, and many children were able 
to find the hours and half hours. Another child had brought an 
alphabet game, and the children were interested in spelling their 
names. These are but instances that show what a wealth of mate- 
rial the children have in their lives outside of the school. The skill- 
ful use made of this material by the teacher, and the fact that the 
children brought so much to school from their life outside of school, 
show that there was that real relationship between education and 
life that is advocated in the modern school. 

The background of the children in Kindergarten B presented a 
sharp contrast. Many of these little children come from homes 
where they have heard little or no English. Some of them probably 
never saw a picture book until they came to the kindergarten. 
They have had little experience in handling different kinds of mate- 
rials and learning how to express their play purposes as a result of 
free experiment. The difference in the environment of these child- 
ren requires a very different kind of program. The great need of 
these little children is the mastery of a speaking vocabulary of 
English words that will be useful to them in their contact with 
people and which will furnish a basis for a vocabulary for the 
reading of the first gTade. 

Some of the games observed in Kindergarten B showed a conscious 
effort on the part of the teacher to enlarge the English vocabulary 
of these children. In the sense games they were learning such words 
as bean bag, eraser, rope, paint, dish, apple, and ball; and one game 
was played with a great deal of spirit where the teacher gave an 
oral direction, such as "AH hands on shoulders ! " The teacher 
always put her hands in a different place from the command given 
the children, so that the children had to act on the command and 
not by imitation. 

The conversation periods would have been more effective if the 
children had been divided into small groups on the basis of language 
ability. Ihis suggestion applies not only to the work with foreign 
children, but also to kindergartens where there is a large range in the 
maturity of the children. Breaking the entire number up into small 
groups for oral conversation enables all the children to take part, 
which is not possible in the large kindergarten circle. The children 
could be divided into three groups, one in charge of the kindergarten 
teacher, another group in charge of the kindergarten assistant, and 
a third group working independently with kindergarten materials. 



54 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

The ability to work alone without disturbing the groups of children 
who are engaged in oral conversation is a valuable habit for children 
to form in the kindergarten. When children in the kindergarten 
never take part in any activity that is not directed by the teacher they 
find it difficult to do independent work in the first grade. 

The children in kindergarten B gave evidence of having learned 
English through informal talk in the kindergarten. One little boy, 
who had not been able to speak a word of English in September, told 
the observer about his new shoes, of which he was very proud. He 
said that his father worked in East Boston and that he had bought 
these new shoes there. In this school the primary teacher spoke with 
Avarm appreciation of the help the kindergarten had been in teaching 
the children English. 

In both kindergartens the children sang with evident pleasure, 
})ut it might have been wiser to have had fewer and shorter songs in 
kindergarten B. Recent books on kindergarten music have empha- 
sized the value of the two-line song. Children should do a great deal 
of individual singing in the kindergarten and first grade. Only in 
this way can children become independent in learning melody and 
rhyme. A mastery of the words of the songs would be a great aid in 
learning to speak English. 

Not only should the songs have been simpler, but it would have been 
better to have had fewer periods during the morning and to have had 
the work and play more related. In this way the same ideas and the 
words which are the symbols of those ideas would have been used 
many times and so would have become familiar to the children. 

In one of the table periods a May basket was made by all the chil- 
dren, but it was an exercise with little or no relation to the celebration 
of May day. The main emphasis for the day might well have been 
placed upon the making of baskets for the celebration of May day, 
which fell on Saturday, the next day. 

In both kindergartens the subject matter was not worked out in a 
vital way through the materials. This point will be discussed under 
" Methods employed." 

METHODS EMPLOYED. 

Within the past 10 or 15 years there has been a decided modifica- 
tion of theory and practice in both the kindergarten and the ele- 
mentary school. The present-day conception that the period from 4 
to 8 years in a child's life is psychologically one period makes perti- 
nent the criticism of traditional practice in both kindergarten and 
primary. Child-study has shown much of the old-time practice in 
relation to the rigid time schedule to have been opposed to the way a 
little child actually works and plays. A little child does not hold his 
interests within 15-minute periods or half-hour periods. Absorption 



WORK m KINDERGAKTEIJfS AND PEIMARY GRADES. 55 

in work is one of the best habits that can be encouraged, and recent 
kindergarten studies show that a child's span of interest increases 
steadily through one or two years as he^ works with kindergarten 
materials. 

Kindergarten work lends itself more readily to a flexible time 
schedule than does primary work, because of the organization into 
classes made necessary by the introduction of reading, but in both 
the kindergarten and the primary there should be work periods where 
the children are given time to experiment with materials and to work 
out projects related to subject matter. As their ability to use ma- 
terials and to work out problems increases, the projects will carry 
over from day to day. Too much of the handwork in both the kinder- 
garten and primary school has been in the nature of devices planned 
by the teacher to keep the children busy and carried out by the 
children with no demand being made upon their intelligence. 

The time schedule in the Winchester kindergartens was in the main 
broken up into the customary half-hour periods, loeginnirig with the 
morning circle. Each period was practically complete in itself, with 
apparently no work carried over from day to day. In many modern 
kindergartens the children begin their work immediately when they 
enter in the morning, so the first period is a working period, and 
the conversation period comes later in the morning. The advantages 
of beginning the day with a work period is that the children do not 
have to wait for formal opening exercises. If they have come from 
home with a fresh idea that they wish to carry out with the kinder- 
garten materials, they may begin to work immediately, without wait- 
ing for the kindergarten to assemble. For immature children and 
foreign children, expressing ideas through concrete materials is a 
more natural form of activity than is offered by the large conversa- 
tion group of the conventional kindergarten where only a few 
children have opportunity to participate. 

In Kindergarten B, where the children had little material to work 
with at home, and where there was a large range in maturity and in 
English-spealdng ability, it is doubtful whether the large kinder- 
garten circle was as good a beginning for the morning as a period 
in which the children chose their own material and worked in small 
groups. As far as the observer could judge, the children were given 
no choice of material, and, although the large group differed so 
widely in ability, a uniform result, the carrying out of the teacher's 
idea, was the basis for each lesson. 

The children in Kindergarten A were able to gain a great deal 
through the interchange of ideas in the morning circle. However, 
the practices of the conventional type of morning circle were held 
to, in having the children listen to " quiet music " at the beginning 
of the morning when they have become interested, because of the 



56 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

empty cliairs in the circle, in naming all the children who were ab- 
sent because it was a rainy day. If the children had been allowed 
to recall all the names of the absent children, it would have been a 
good memory exercise and at the same time a recognition of the 
social aspect of the kindergarten group. The teacher remarked, 
" There are so many away to-day, let's not take time to say all their 
names," and then the children had to listen to " quiet music," which 
occupied the same amount of time as would have been required in 
recalling the children's names. While the children sat passive in 
their chairs, it is doubtful whether they gained anything from this 
exercise, either in the way of music apiDreciation or as a soothing 
experience, for it was too early in the day for them to need this kind 
of specific. 

But the rest of the morning circle was filled with interesting con- 
versation, skillfully directed by the teacher. The children con- 
tributed freely, and the teacher made wise use of the children's sug- 
gestions. The teacher knew when to lead and when to remain in the 
background. 

While there was no formal dictation in the use of the kindergarten 
materials, the method of obtaining results in all the lessons observed 
was too largely suggested by the teacher. For example, in building 
with the " sixth gift " the teacher began the lesson by telling the 
children to take two bricks and two square blocks and make a window. 
Then, the children were told to make a number of units like the 
first and put them together. The children named the results after 
the units had been combined. " Subway," " Candlesticks to light the 
big country," etc., were some of the names given the buildings. 
The results were varied and interesting as results, but the forms ob- 
tained were quite accidental. The children had not worked along 
the line of their own mode of activity for a result which was to 
them worth while. A better method of using materials is for the 
children to experiment freely with material first, discovering what 
can be done with it. Problems arise through the use of material 
which demand thought on the part of the child. After individual 
experiment, the child may join a small group on a larger project or 
the teacher may relate his isolated result to a larger whole. For 
example, one child may be making a boat and another may be mak- 
ing a train. Building a dock for the boat and running train tracks 
out on the dock so that freight may be transported gives the child a 
more complete idea of transportation and also enables the child to 
relate his ideas to the ideas of the group. 

NEED or PURPOSEFUL WORK. 

The great value in using materials for expression is in thinking 
one's way through to a result that is satisfactory. On the previous 



WOKK m KIIsTDEEGARTEISrS AKTD PPJMAEY GRADES. 57 

day, when there was a small group because of the weather, the ' 
teacher had given the children free experiment with the material. 
In the main, the activity of the children seemed to lack purpose, 

M built rather an indefinite kind of a building which he first 

called a hotel, then with few changes he named it a battleship ; but 
soon the erstwhile ship had assumed an ecclesiastical appearance 
and masts had changed into crosses. When children first come to the 
kindergarten it is natural that they should be more conscious of the 
suggestibility of the material than of any fixed idea which is to be j 
expressed. But these children were mature and they were within two 
months of the end of the year. If M , who made the hotel- 
battleship-church combination, had, through the stimulus of the 
teacher and the other children, worked through that first stage to 
participation in a group project, the idea would have demanded in- 
telligence in his building. For example, if a group of children were 

making a community, and M had been chosen to make the 

hotel on a street where there were other houses, his battleship would 
not have been accepted by the other children. If the church had 
appeared, another child who had chosen to make the church would 
have called out, " I'm making the church; you're making the hotel." 

The conditions in this kindergarten were most favorable for 
carrying out large units of work, as there was a v/orkroom in addi- 
tion to the room for the games and circle periods. This type of 
work would have made a demand upon the intelligence of these chil- 
dren and would have related technic to the accomplishment of a 
definite purpose rather than making it an end in itself. 

In Kindergarten B the making of the May basket provided a real 
motive for the work of the children. But as has been said, the pur- 
2>ose was not made clear to these little children, nor was any origi- 
nality nor art expression on the part of the children carried out in 
the making of the baskets. The children were shown how to make 
the 16-square box form and a handle was added. The basket was 
then decorated with colored parquetry. The children' worked in a 
large group, and the process of making the basket was too difficult for 
many of them. 

HOW TO REALIZE IMPORTANT AIMS. 

It has been suggested (1) that in the kindergartens there was not 
enough relationship between the subject matter of the conversation 
periods and the manual activities ; (2) that there was too little original 
expression directed toward a child-like result in the handwork. Tak- 
ing the situation of preparation for May Day for illustration, how 
could these two aims in teaching have been realized ? 

In the traditional kindergarten, subject matter was organized in 
weekly topics, and topics for the day. But as has been previously 



58 SURVEY OF THE SCHOOLS OF WII^ CHESTER, MASS. 

suggested , children must grow into the full realization of an idea. 
The potentiality of May Day had begun with the celebration of 
Easter, the beginning of new life in the spring time. The children 
had become more and more conscious of the coming of spring on their 
\^ alks and excursions, where they had seen the grass gi'owing green, 
the return of the birds, and the blooming of the spring flowers. Now, 
a day is coming when the charming old custom is to be revived of 
hanging the May basket on the door of a friend. A basket must be 
made for this purpose. 

Just as the children have had the experiences of the spring walks 
as- a basis for special emphasis on flowers at May Day, so should they 
have had a basis for making baskets through previous experiment 
with paper construction. Children invent many simple forms of 
baskets in kindergartens where invention is encouraged. In Kinder- 
garten B, when the teacher gave the suggestion of making a basket, 
one child began to paste two corners together to make his own kind 
of basket, but as a uniform result was the object of the lesson, the ex- 
perimentation was not recognized. A number of days before the 
making of the May basket, the children should have been told of the 
coming of May Day. Through picture and dramatization they 
would have received the idea of hanging the pretty flower-filled 
basket on the door knob and running away before they were dis- 
covered. Then they would experiment consciously to make a May 
basket to hold flowers. They could decorate it with colored crayons, 
and if the teacher wished to improve the form or decoration she would 
give suggestions in relation to what the children had already made, 
seeking to preserve the individual expression of the children, both in 
decoration and in the form of the basket. The final May baskets com- 
pleted, they should be filled with flowers. If there were no wild 
flowers that the children could have gathered, they might have col- 
lected leaves and grasses, and the teachers could have seen that on 
that day the Irindergarten was supplied with the flowers. The chil- 
dren would then have had the joy and satisfaction of taking home the 
little flower-filled basket. 

The dramatization of hanging the basket on the door and running 
away would make a game that would hold the children's interest for 
a number of days. Through the repetition of this experience the 
foreign children would be learning such words as mother — basket — 
run — away — hang — door — flowers — May Day, etc. This is but an 
illustration of the way a simple vocabulary might be built up through 
the repetition, in small groups, of exercises that relate to the subject 
matter of the kindergarten. If a record were kept of the English 
vocabulary of the children who were to be promoted next term, pic- 
tures and objects could be used to supplement the kindergarten situa- 
tions in giving the children a command of English. 



WORK IlSr KIXDEEGARTEIirS AJ^B PEIMAEY GRADES. 59 

The suggestions that have been given relate entirely to the academic 
asi^ect of school work. One very important phase of kindergarten 
Avork, the visiting in the homes of the children, has not been men- 
tioned. Both kindergarten teachers were doing valuable work along 
this line. The work which was being done among the foreign women 
was particularly effective in matters of hj^giene. 

KINDEEC-AETElSr EQUIPMENT. 

The kindergartens in Winchester are well supplied with Froebelian 
materials. The furniture and equipment necessary to carry on the 
activities of the modern kindergarten are lacking. Small tables that 
seat two or three children, low cupboards where the children keep 
their materials and to which they have free access, a playhouse con- 
sisting of a screen with windows and a hinged door, dolls, doll furni- 
ture, toy utensils, toj animals, and large floor blocks, provide for the 
type of work where children (1) work in small groups, (2) initiate 
their own projects, (3) reproduce the life of society through their 
plays of family and community life. 

Many modern kindergartens have some plaj^ground apparatus in 
the kindergarten room. The type most commonly used is a slide and 
a bar which slips into a socket in the doorway, and can be removed 
when the door is being used. The advantage of having this kind of 
apparatus in the kindergarten room is that children may find relief 
from the finer type of work by exercising the larger muscles through 
vigorous activity. It is more valuable to carry on such exercise out- 
of-doors, but the advantage of having some play apparatus indoors 
is that it is alv/ays accessible to the children. In the right type of 
school building there should be a well-equipped playroom for the use 
of the kindergarten and also for the first and second grades. 

Every playground should be equipped with swings, seesaws, slides, 
horizontal pole bars, walking boards, and sand boxes. The school 
yards in Winchester were totally lacking in playground equipment. 
As has been said, the kindergarten teachers were very conscientious 
about keeping the children out of doors for a full half hour, in addi- 
tion to walks and excursions, but the need for play apparatus was 
very apparent. In Kindergarten A the children swung upon a hand- 
railing by the steps until driven off hj the vigilant janitor. A groujD 
of them played on a wooden door over an area way, playing boat and 
train interchangeably, and calling out, "All aboard for Atlantic 
City ! " "All aboard for the State of Washington ! " " Fifty miles 
from Providence to Winchester." The play of many of the children, 
however, tended to be aimless or boisterous. This was natural, be- 
cause organized ring games are usually artificial out of doors, and 



60 SUKVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

children need apparatus for vigorous play. "Taking turns" is 
also fine social training. 

In Kindergarten B the situation was much worse. These little 
children needed a well-equipped playground much more than the 
children of the other kindergarten. They had nothing but a cinder- 
covered yard and some empty iron frames for swings to greet them 
when they went out to play in the open. One little Italian " Ty Cobb " 
picked up a piece of avoocI and produced a marble from his pocket 
and tried to start a miniature baseball game. But by this time the 
kindergarten teacher had organized a circle game, and the baseball 
player rather reluctantly joined the circle. Two large basket balls, 
some horse reins, and bean bags would have helped the situation. 

The care of living things is one of the most valuable experiences 
a child can have and is the best kind of nature study. There are 
no gardens for the kindergarten children in Winchester, although 
there is plenty of space in the school yards. In Kindergarten A the 
teacher was preparing to have the children plant in individual floAver 
pots. Children of kindergarten age can only do the simplest kind 
of gardening, so planting in wandow boxes and flower pots should 
always supplement the work in the garden out of doors. But while 
the care of the school garden during the summer months presents 
difficulties, there are quickly maturing flowers and vegetables, such 
as nasturtiums, radishes, and lettuce, which may be gathered before 
the close of school. 

No pets were observed in the kindergarten or first grade. Goldfish 
and canary birds, and in the spring rabbits and chickens, are pets 
that may be cared for by the children. 

THE RELATION BETWEEN THE KINDERGARTEN AND THE FIRST GRADE. 

In most cities wdiere kindergartens have been included in the public- 
school system it has been recognized that there is a break between the 
kindergarten and the first grade. No external means, such as creating 
another grade called " a connecting class," has ever solved this prob- 
lem. The only solution is a course of study that is based upon the 
instincts and interests of young children rather than upon the teach- 
ing of the formal aspect of school subjects. As has been previously 
stated, methods and equipment of both the kindergarten and the 
primary school have been profoundly modified by child study. In 
some cities supervision of both the kindergarten and the primary by 
an expert Avho has had equal experience in the kindergarten and 
primary grades is bringing about a continuity of development in the 
school life of the child that has never existed before. 

Training students in normal schools for both kindergarten and 
primary Avork, so that tlie kindergarten teacher will knoAV primary 



WOKK IN" KINDEEGAETEXS AND PRIMARY GRADES. 61 

work and the primary teacher will imderstand kindergarten work, 
is also bringing about the right relationship between these grades. 
In Denver, Colo., and in Trenton, IST. J., teachers alternate teaching 
in kindergarten and first grade. In a number of cities, among which 
may be mentioned Kansas City, Mo., Louisville, Ky., and Trenton, 
N. J., kindergarten-primary supervision has brought about a type of 
kindergarten and primary work within public-school systems which 
is as progressive as the work in some of the private experimental 
schools in the country. 

While this survey of the Winchester kindergartens has shown that 
in some respects the methods and equipment are of the traditional 
type, nevertheless it also shows that they are not without freedom 
and joy and childlike expression. Lack of adequate equipment and 
the somewhat formal and mechanical character of the work of 
primary grades operate to make difficult the close adjustment of 
Idndergarten and primary work. In the case of the children in 
Kindergarten A the situation is even more difficult, because there 
is no first grade in the building; consequently the children have to 
carry on their school life in other buildings after they leave the 
kindergarten. 

A better adjustment between the kindergarten and the first grade 
would be possible if the children were promoted twice a year instead 
of once a year, as is now the custom. If children are promoted only 
once a year, there is a tendency either to place immature children in 
the first grade or to keep them in the kindergarten until they are too 
advanced for kindergarten work. This is the case in Winchester, 
where children of 5^ years are permitted to enter the first grade, while 
children who are only a month younger have to remain in the kinder- 
garten until they are over 6. It would be an advantage if children 
Avere privileged to enter the kindergartens at 4 years of age for two 
years of kindergarten training, thus entering the first grade at the 
age of 6. However, there should be such a close relationship between 
the kindergarten and the primary school that children may not be 
compelled to remain in the Idndergarten until the time of the half 
yearly promotions. They should be promoted when ihej give evi- 
dence of capability to do more advanced work. 

All these problems suggest the need for a kindergarten-primary 
supervisor. The kindergartens should not be supervised by one who 
has not had kindergarten training. It will be difficult, however, to 
secure a supervisor who has had experience from the kindergarten to 
the sixth grade, inclusive. This difficulty might be solved by having 
an experienced kindergarten teacher give part of her time to kinder- 
garten supervision. The assistant teacher in this kindergarten might 
carry on the work with the help of a substitute for one day a week 
in the kindergarten supervisor's absence. Conferences between the 



62 SUEVEY OF THE SCHOOLS OF WII^CHESTER, MASS. 

kindergarten supervisor and the primary supervisor and conferences 
with the groups of kindergarten and first-grade teachers would be 
necessary to unify the work. The kindergarten teacher should visit 
the primary room and the primary teacher visit the kindergarten 
room in each building, and frequent conferences should be the result 
of this interchange of visits. 

The supervision of the kindergarten by a special supervisor does 
not tend to isolate the kindergarten, if the same educational prin- 
ciples prevail in the kindergarten and primary grades. 

RECOMMENDATIONS. 

1. There should be a closer relationship between subject matter 
and the expression of ideas through manual activities. There should 
be simplification of subject matter, and the curriculum should be 
developed in larger units. 

2. The children should be di\'ided into smaller groups in conver: 
sation periods. The formation of the groups should be based upon 
maturity and language ability. 

3. There should be periods when the children are given free choice 
of materials, and they should be encouraged to develop purposeful 
activity out of their free experimentation. 

4. Small tables, 20 by 36 inches, and low cupboards Avith a space 
for each child to keep his own work should be provided. 

5. Toys and large floor blocks should be provided, in addition to 
the regular kindergarten materials. 

6. The playgrounds should be equipped with play apparatus, and 
provision should be made for gardens and pets. 

7. The teacher of special subjects should consult with the kinder- 
garten teacher before giving a lesson to the children. The type of 
lesson and the methods used should be in keeping with the best 
kindergarten practice. 

8. The application of modern principles of education in both 
kindergarten and first grade would bring about a better coordination 
between these two grades than now exists. There should be a more 
flexible system of promotion from kindergarten to first grade. 

9. A kindergarten should be established for children from 4 to 6 
years of age in every school having a first grade. 

10. A supervisor should be appointed who has had both kinder- 
garten and primary training and experience. If this is not prac- 
ticable, an experienced kindergarten teacher should be detailed to 
give one day a week to supervising the kindergartens in addition to 
teaching her own kindergarten. 

11. There should be frequent visits and conferences between the 
kindergarten and first-grade teachers in each building and general 



WORK IF KINDERGAETElSrS AND PRDHARY GRADES. 63 

conferences with the kindergarten supervisor and the primary 
supervisor to integrate the work of these two grades. 

2. IN THE PRIMARY GRADES. 

A survey of the schoolroom practice in the primary grades of tho 
Winchester schools resolves itself into a report of individual teach- 
ers in those grades. There is little unity of method and coordina- 
tion of subject matter among the same grades in different schools, 
so far as observation would indicate, escept as some special subject 
like art or music is supervised bj^ a director. Each teacher seems 
to be a law unto herself, and while this usage may develop indi- 
viduality among the teaching force, it often tends to fix personal 
peculiarities in a teacher which eventually become a detriment to 
the work. The course of study is apt to become disorganized and 
disjointed when aims and minimum essentials for each grade in all 
the schools are not similar. The relationship of subject matter to 
special environment is, of course, a different question and might well 
be an individual problem in so far as its application to different 
localities and tj^pes of children is concerned. Even here the funda- 
mentals should remain the same and something of uniformity of 
method should obtain. 

Therefore, as the schoolroom practice is so widely divergent, 
ranging from a mechanical to a high type of artistic procedure, this 
report must necessarily deal largely with individual cases which may 
be considered fairly representative, and which m.aj be presented as 
a series of pen pictures illustrative of the work of the school. 

In passing, it should be said that supervision is one of the essentials 
of a well-organized school system. This may be one of many types. 
It may take the form of a committee chosen from the teaching force. 
In this case it should become a court of appeal wherein a vexing 
question may be solved which is perplexing any primary teacher. 
It should build up a standard for each grade in the different sub- 
jects of study, reading, writing, spelling, and arithmetic, both as re- 
gards curriculum and standards of teaching. It should become a 
bureau of research and an authority on the best current practice in 
these subjects. It is understood, however, that this plan is at best a 
makeshift for a trained and efficient primary supervisor — one who 
has spent many years in a study of the best ways to teach the chil- 
dren in these grades, and who knows from a rich experience just 
what and how much it is best to attempt in this early work in edu- 
cation. 

A MORNING IlSr THE FIRST GRADE. 

Every condition that might favor the best effort of teacher and 
pupil obtained in this room — a small class of bright well-nurtured 



64 SURVEY OF THE SCHOOLS OF WmCHESTEE, MASS. 

children, a clean sunny room, a cultured intelligent teacher with 
funds at her disposal for books and equipment to any amount that 
she might designate. Here one would expect to find a high order of 
modern schoolroom practice. 

Such an environment fosters freedom from the traditional re- 
straints which are usually upon children in less-favored communities. 
Small classes provide for individual instruction. They presuppose 
a higher average attainment. Drills are less essential and time may 
be devoted to enrichment of subject matter. Time for stories is 
conserved for dramatization and for other modes of reproduction 
which heljD to fix ideas and which train in self-expression. Daily 
programs may be varied and routines avoided. Field lessons without 
and experiments within the schoolroom, bird lore and forest lore, 
house making and keeping, gardening, selling and buying, with 
barter and exchange of garden products — these are some of the 
activities made possible in such a school as this. 

Books of many kinds one should find here ; books for tiny children 
still reading from pictures and too little yet for texts; shelves of 
children's classics chosen from E. Boyd Smith, from Kipling's store- 
house, from Carroll, Baldwin, and Scudder, from Pierrault and 
Aesop and Mother Goose, and just as many as possible of the beau- 
tiful readers which the schoolbook publishing houses are bringing 
out in rare de luxe editions. One should see on each of the four 
walls of this room these shelves of books not 3 feet from the floor 
and within easy reach of every child in the room. For no seat work 
eA^er devised can be compared, either in its appeal or in its educational 
value, to a number of good books conned over and enjoyed by a 
child in the primary grades. Every primary room, wherever placed, 
should be so equipped, and particularly in the wealthy town of Win- 
chester. Unfortunately, however, the rooms of Winchester were as 
barren of such enriching material as are schoolrooms generally in 
less-favored communities. 

OPENING EXERCISES. 

A devotional exercise and the singing of the old kindero-arten 
classic, " Good Morning to You," opened the program. Then a few 
questions about the weather from the teacher followed. These 
roused the children to a point of interest, which as soon as gained 
was dissipated by an abrupt change to another subject in this wise: 

(.Teacher) What month is it? (Pttpils) April. 
(Teacher) What comes in April? (Pupils) Showers. 
(Teacher) What rhymes with showers? (Pupils) Flowers. 
(Teacher) What is the name of next mouth? (Pupils) May. 



WORK IN KINDERGARTENS AND PRIMARY GRADES. 65 

Here the teacher writes the word " May " on the board and the 
children read it in concert. Then she asks, " Who has a garden ? " 
which calls forth an animated response of waving arms and eager 
voices announcing, " My father has one ! " " We are making one ! " 
"' I'm helping plant the seeds ! " Avoiding a further discussion of 
this interesting subject, the teacher declares, "We will have a garden 
here in school. Who will bring corn, and who will bring beans ? " 
Again a wave of enthusiasm sweeps over the school, and many bits 
of gratuitous information are added to their hearty rejoinders, " I 
can bring two papers of seeds," " We have all kinds of seeds at our 
house," " We had some left from our own garden," At this point 
the teacher moves to tlie piano and strikes a chord for silence. " We 
will sing a song about the garden," she announces, and most willingly 
these docile little people turn their attention to the singing. They 
seem glad to follow their teacher through all the varying phases of 
her many-sided program. No amount of suppression seems to blunt 
the interest of a first-grade pupil, nor to restrain his cheerful acquies- 
cence. 

Reference is again made to the garden project, for after the song 
this dialogue ensues : 

(Teacher) What must we haAe for our garden? {Pupil) We must have dirt. 
(Pupil) We must have mud. (Pupil) Not mud, but dirt. 

(Teacher) Mud is dirt when we put too mucli water in it. Now let us sing 
our other spring song. 

OPPORTUNITY FOR ORAL LANGUAGE. 

Here are many openings for the highest type of oral language 
training. The children are full of the subject, they are more than 
willing to " talk it over," as their ready responses would indicate. 
The teacher has but to follow the lead of these ardent little gardeners 
to find her feet in the primrose path and carried along on the impetus 
of their enthusiasm. A wonderful incentive this, the making of a 
garden, to develop a unity of interest and a desire on the part of 
the children to express that interest. Our oral language is so apt to 
become static and fixed or to be neglected entirely that the teacher 
should be on the qui vive to utilize every bit of this desire that 
springs up in her class, and should remember that the more sponta- 
neous the response the greater its value. 

Observations of this kind undoubtedly reveal the fact that little 
children, especially, are led about from one topic to another through- 
out the day and are not allowed to assimilate any one of them. 
When a subject like gardening is under consideration it may well 
occupy the major part of the program at this season of the year, and 
may profitably extend over two or three periods in one of these daily 

25016°— 21 5 



66 SURVEY or THE SCHOOLS OF WINCHESTER, MASS. 

programs. Many phases of this subject will bear a close study in 
detail, since it includes kindred topics which are of paramount 
interest to children in these grades. 

PREPARATION BT THE TEACHER DSTEEDED. 

Preparation for our work is what we need as teachers in the 
primary grades. How may one dare to put this question, "What 
must we have for our garden? " to a group of wide-awake, active, 
little children ? Only by having in one's mind a carefully prepared 
outline on garden making, a series of problems ready to set these 
children to work upon, materials on one's closet shelf for experi- 
ments to satisfy the eager questions of this little group of animated 
interrogation points. Preparation is surely needed to meet a contro- 
versy regarding even so small a matter as dirt and mud. It opens 
a way for field lessons in which to collect specimens of soils and to 
conduct a series of experiments which shall determine their power 
to retain moisture and their capillarity, leading out to the practical 
questions of irrigation and drjj^-f arming. It calls for visits to differ- 
ent garden plats in the vicinity, on high ground and on lower levels, 
and for walks in the country where systems of drainage have re- 
deemed the swampy land and prepared it for cultivation. 

Kindred subjects and projects, related to the garden, how many 
and how vital they are ! Bird boxes in the garden, and what to 
do with the English sparrow; how is this little savage of bird life 
responsible for the depredations of the Tussock moth ; the household 
cat and his relation to the fruit trees in the garden; the economic 
value of the American toad, and so on, through many phases of 
these natural phenomena. How wide a field and how necessary a 
teacher's broad and intelligent preparation! 

Armed with but a single book, that of Hodge's N"ature Stud}'- and 
Life, and a few bulletins from the Department of Agriculture, with 
an open mind and a willing spirit, the teacher may become pre- 
pared to meet these questions. With her outline ready, her data at 
hand, into what fertile fields may she not walk with these earnest 
little disciples? No. need to strike a chord on the piano for silence! 
Speech is golden, since it shall express all the wonder and all the 
delight which these eager little explorers shall have discovered in 
the magical truths of nature. 



So the garden exercise closes, as far as that morning is concerned, 
and the teacher proceeds to a lesson in technical music. These les- 
sons are directed by a supervisor of music and are uniform through- 



WORK IF KINDERGARTENS AND PRIMARY GRADES. 67 

out the schools. They consist of formal exercises in note singing, 
from the blackboard for the first lessons, and later from the book 
and chart. The course includes, also, a number of rote songs for 
each grade. 

This early training in the mechanics of music carries over into 
the middle grades with remarkable success, as the exercises observed 
in reading music in the third and fourth grades fully demonstrate. 
It is a serious question, however, if the means justify the end in the 
case of little children in the first grade. An enormous amount of 
time and effort is expended on these lessons at a period of the child's 
life when he should be absorbing impressions of tangible things 
about him, and finding expression for them in various activities, 
rather than a detailed study of abstract symbols which represent a 
high order of artistic accomplishment, even for mature and dis- 
ciplined minds. 

A LESSON IN PHONICS. 

Phonetics is the next subject considered. Twenty-five or thirty 
minutes are given to this exercise for each day of the first school 
year, and the subject is carried on through the second and third 
grades in much the same way. It is unfortunate that the study of 
this valuable adjunct to the teaching of reading can not be expedited. 
Whenever it is taught in this way, it becomes a drag on the course 
of study. 

The phonogram was used in this lesson as the unit of sound rather 
than the single sound of each letter. This method multiplies the 
work of teaching phonics indefinitely. There are virtually only 45 
sounds to be mastered. Why can not this be done quickly and easily, 
without the weary drills and exercises one observes in most of the 
schools? One sound a day would fiJl only three months of school 
time and leave 10 days for drills and reviews. Why must an in- 
tensive study of this subject be carried through two or three years 
of school time ? Possibly a detailed report of this lesson may throw 
some light on these questions. 

The teacher calls attention to five words that are printed on a side 
board, evidently for reference, and to be used as key words, since the 
middle letter in each is one of the five vowels, arranged in their usual 
order of, had^ met^ it, not, and put. The word put, by the way, is an 
exception to the rule and does not illustrate the short sound of u. 

(Teaclier) Look over at our little fairies. What does this little fairy say 
when it is all alone [indicating the vowel in each word and printing them rapidly 
on the board] ? (Pupils) a, e, i, o, « (giving them their short sounds). 

(TeaeJier) Now let's put something else with this fairy, a, and see what it 
says then. Suppose I put this, t, with it, what does it say? {Pupil) (Sounding 
the letters each time) It says a-t, at. 



68 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

{Teacher) Put p in front of it, May, wliat does it saj? (Pupil) p-at, pat. 
(Teacher) Put th witli it. (Pupil) th-at, that. 
(Teacher) hr, dr. (Pupil) l)r-at, hrat, dr-at, drat. 

The teacher prints the letter u on the board and asks, " What does 
this little fairy say?" She then develops the words hiid, thud, dhn^ 
rim, and many otliers in the same way. 

Cards are passed to each pupil bearing the phonograms ice, ack, 
and, and end. Pupils stand, and as the teacher holds up a letter each 
child combines it with the phonogram on his card. 

(Teacher) (Holding up the letter p). (What does your card say? Put this 
sound in front of it. (Pupil) P-end, pend. 

(Teacher) Put w in front of it. (Pupil) M-end, mend. 
(Teacher) Put b in front of it. (Pupil) B-end, bend. 

After this exercise the cards are collected, shuffled, and redis- 
tributed. Other combinations are developed with other phono- 
grams, ake, over, at, ate, ale, ear, and ound. 

(Teacher) (Introducing a new phonogram, ear). You remember this old 
ending we had so long ago, fr? Sometimes ear says what ir says, for ur, ir, er, 
and ear all sound alike. See how many words there are that sound like ir. 

(Pupils) Bird, birth, birthday. 

(Teacher) Now I am going to change it and put ir with t. (Pupils) Dirt, 
thirst, first. 

(Teacher) Suppose I put ij on the end of these words, what will I have? 

(Pupils) Dirty, thirsty. 

This exercise seemed to be a waste of time except for the intro- 
duction of the ncAv sound, ear. The children were already familiar 
with every part of it, with one or two exceptions, and these should 
have been dealt with individually. Time in this grade is too pre- 
cious to spend in drills on facts that are already known. 

Moreover, unless an application of these phonetic principles is 
constantly made in the reading lesson, and the power of analysis 
acquired in these exercises is used for gaining new words in reading, 
there is little value in them. Teachers should become aware of this 
great principle in education, and should put it into practice, namely, 
that training in one subject does not automatically carry over, even 
into an allied subject. The transfer must be consciously made with 
the help of the teacher. For that reason every drill on the mechanics 
of a subject should be followed up by its application to the solving 
of problems in other subjects. 

GYMNASTIC EXERCISES. 

After these exercises a recreation period was announced. This 
activity took the form of a g3^mnastic exercise in the trunk and arm 
movements under the guise of play. The children formed in line 
and were told to pass around the room and supply themselves with 



WOKK IN KINDERGARTENS AND PRIMARY GRADES. 69 

saws and axes, as they were going to chop down trees and cut them 
up into firewood. They shouldered these imaginary tools and passed 
back to their seats. 

{Teacher) See if you can find a tree. All ready! Chop, chop, chop, chop. 
Now the tree is fallen what shall we do next? {Pupil) Saw it. 

{Teacher) All ready! Right knee on seat. {Pupils) Zee, zee, zee (imitat- 
ing with voices the sound and moving arms up and down with imaginary sav^s). 

( Teacher) Move it along. All ready ! Saw some more. 

In the midst of this exercise the telephone rang and the teacher 
left the class to answer a call from a parent. Would the teacher 
please see that her little girl was sent to the dentist at half past 10 ? 
When the teacher returned to the room and had delivered the mes- 
sage she resumed the gymnastics. An exercise was introduced 
which called for deep breathing. An imaginary Thanksgiving din- 
ner was spread before the pupils. They were told to close eyes and 
enumerate the different kinds of food by the sense of smell. 

{Teacher) What do you smell? {Pupil) (drawing in his breath through 
his nose with lips closed) I smell onions. {Pupil) 1 smell cottage pudding. 

Just at this point another call came over the phone from a mother 
complaining of the treatment her child had received on the play- 
ground. It would seem that interruptions of this kind might seriously 
interfere Avith the work of the school, and that the use of the phone 
during school hours might be prohibited, or that the telephone might 
be removed entirely from the buildings. The pupils stood patiently 
until the teacher returned to the room, and as five precious minutes 
had been consumed in this colloquy with the parent, the period for 
gymnastics was over. 

GYMNASTICS IN THE LOWER GEADES. 

For the lower grades, the first especially, any set gymnastic exer- 
cise is of doubtful value. These little children should be playing 
games, boisterous, laughing, running, and jumping games, under 
the direction of the teacher. A hearty laugh is the best possible 
deep-breathing exercise, a quick race to a goal the best possible leg 
movement. A game of squat-tag exercises every muscle of the body, 
and the stress of competition stirs up the " inner man " and puts 
the whole body in a glow of tingling vitality. Leave the gj^mnastics, 
even of the wood-sawing variety, to the higher grades, and turn the 
children out, if possible, into the open air for a run and a jump, a 
game, or a race at least three or four times during the morning. 

Gymnastics are extremely formal drill exercises for the purpose 
of resting the body and exercising the muscles. Dramatization is a 
mode of expression and is esentially an art subject. It has to do 
with emotion, with thought, and feeling. It is a question whether 



70 SURVEY OF THE SCHOOLS OF WINCHESTEE, MASS. 

it is possible to combine the two in the same lesson. One subject 
undoubtedly has a bearing on the other, just as the drills in phonics 
may carry over into the art of reading, but it is never wise to attempt 
to teach both in the same lesson. Why should the ph^^sical exercise 
be weakened by an attempt to dramatize it? Children love these 
drills. They love the rhythm, the poise, the sense of vitality which 
they engender. When music accompanies them this satisfaction is 
greatly enhanced. 

The skill acquired in gymnastics carries over into most of the 
social activities and makes a strong appeal to boys and girls in any 
grade. Grace and dignity of carriage, ]3oise and freedom from self- 
consciousness are some of the finer qualities they develop. In so 
far as these are concerned, they transfer over into the art of dramati- 
zation. But in the realm of sports and athletics, in the field of health 
and hygiene, gymnastics are indispensable in developing self-reliance 
and courage, and all those kindred attributes which build us up 
in strength and vigor. These purposes should be in the teacher's 
mind during her gymnastic period, and the subject should be tauc'ht 
in the wholesome, heart}^ way as a development of the child's physical 
and ethical nature. 

JenniP .Jones, weight, 36 pounds. 

John Bl•o^\■D, weight, 40 pounds. 

and so on down the line, each child making one of these tables, which 
affords an exercise in writing proper names and enumeration of 
numbers as well. Then imagine a number lesson of this kind : 

(Tertclwr) .Jennie, how much do you weigh? {Jennie, looking at her chart). 
1 weigh 36 pounds. 

(Teacher) How much does John Browu weigh, Jennie? (Jennie) He weighs 
40 pounds. 

(Teacher) Is lie heavier than you or lighter in weight? (Jennie) He's 
heavier. 

(Teacher) How do you know? (Jennie) Because 40 is more than 36. 

(Teacher) How much more? Who knows? 

Other questions follow. "Who's the heaviest boy in the class?" 
" Who's the heaviest girl ? " and so on to any length the pupils can 
follow, and it is surprising how easilj'^ the ordinary class in high 
first and second can handle these problems. Why? Because they 
have a " social bearing," as Dewey so often reiterates. They are of 
personal interest to every member in it. Birthdays, which include 
a study of the calendar, might be mentioned here, and temperature 
for each day of the year, which calls for an intelligent use of the 
thermometer, are subjects of similar interest which may be used as a 
basis for these lessons. 

Another gi-eat value grows out of this si^ecific lesson. It disarms 
the children and changes their attitude toward the work of the health 



WOKK IN KINDEEGAKTEI^'S AND PEIMAEY GRADES. 71 

committee and frees them from a certain self-consciousness which 
their physical examination seems to entail. To any teacher who de- 
sires to follow up this suggestion in applied number the lessons de- 
veloped on this subject by the division of hygiene in the Bureau of 
Education at Washington is recommended. 

A READING LESSON. 

In the reading lesson which followed the exercise in arithmetic 
the sj^mbol was again overemphasized. The children opened their 
books to the story of " Crick, Crick," a bold young turkey who meets 
with a series of exciting adventures, and which furnished excellent 
material for a reading lesson. Instead of reading, however, the 
phonetic analysis of new words was taken up. So interwoven are 
these two processes in this lesson, the teaching of the new words and 
the reading of the text, that it is difficult to distinguish between the 
two- 

The lesson is reported in detail to illustrate this point and to show 
that lessons in reading may become mechanical unless they are 
taught as a means of gaining ideas and not from the standpoint of 
technical study. The last process is important, but should not ob- 
trude in the regular reading lesson. 

The drill upon the new words proceeded in this manner : 

(Teacher) Tell us the name of this story. (Pvpil) Crick, Criek. 

(Teacher prints the first syllable of the word, " pleasaat," on the board and 
calls attention to the sound of the diphthong, ea.) 

{Tcaclier) When there are two fairies, which one talks? {Pupil) First. 

{Teacher) What does this first little fairy say? (Pupil gives the short sound 
of e.) 

{Teacher) What does it all say? (Pupil) Please. 

(Teaclier) I'm going to put something with it (prints last syllable, ant). 
(Pupil) Pleasant. 

(Teacher) Pleasant what? ' (Pupil) Pleasant voice. 

(Teacher) Here's an old friend (prints wash on the board). (Pupil) Wash. 

(Teacher) I'm going to put something with it (prints ing on the board). 
(Pupil) Washing. 

After the words were developed, the reading began. A verbatim 
list of comments by the teacher is given to illustrate the fact that 
during the reading no reference was made to the thought in the story. 
In every instance the form of the words must have overshadowed 
and obscured from the child any meaning which the text might 
have had. 

(Teaclier) The first three lines go together. Is it for or of? Study the 
next line at the bottom of tlie page," Florence the next one. Which house? 
Now study the next one, one, tv.'o, three, four lines from the top. Is the word 
white? Mildred, there's a period after house, you want to stop. Nest page. 
Ready, read. W^ith her what? Tliat's a good way. There's a perio'd. How 



72 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

many fairies in the word ear? \Yliicli oue talks? Right, next page. Period, 
dear, now again. That's right, go on from there. Tliat's right, go to the next 
page. That's right, now see what comes next. Right, go on from there. That's 
right up at the top of the page. We'll go on from there to-morrow. 

OVERCROWDED PROGRAM. 

Seven different exercises were given in this grade during the morn- 
ing—opening exercises, a few questions about gardening, music, 
phonics, gymnastics, arithmetic, and reading — and all were treated 
from the technical standpoint. All were drills of an abstract nature. 
Yet outside the sun was shining, the birds were singing, and all the 
world of nature Avas beckoning to these children asking not to be 
forgotten. These boys and girls came from busy homes, where every 
variety of activity was being carried on while they spent 180 minutes 
in the manipulation of symbols. Conscientious, careful work was 
done beyond a doubt, but a change of viewpoint in regard to values 
would relieve this work of an overemphasis upon the technical side 
of primary education. 

HOUSEKEEPING IN THE FIRST GRADE. 

This little lesson in housekeeping was given in a room of 31 pupils, 
many of whom were evidently from the less-favored homes of the 
community. There were gathered here a group of children from 
parents of many nationalities, unmistakably new to American man- 
ners and customs and to the English language. A little melting pot 
of alien babies, shy and inarticulate, but ready to accept any sug- 
gestion that their teacher might make. 

A few odds and ends for dishes and some tin utensils for silver- 
Avare were used for this exercise, which consisted of setting and un- 
letting the table and putting the dishes away in the closet. 

(Teacher) Who wants to be housekeeper? Who wants to set the table for 
me? Who's going to be mother? We'll have three people to-day, John and 
James and Mary. James and Mary may spread the cloth. John may straighten 
it. Now what shall we need {Pupil) Three plates. (Pupil) Three spoons. 
(Pupil) Three cups and saucers. 

(Teacher) Margaret, come up and set the plates. Now, where shall we put 
the spoons? (Pupil) Right beside the plates. 

(Teacher) Cups and saucers which side of plate? (Pupil) Right side. 

(Teacher) Where shall we put the knife? (Pupil) Right side. 

(Teacher) Where shall we put the fork? (Pupil) Left side. 

(Teacher) Which dishes shall we wash first? (Pupil) Silver. 

(Teacher) What comes after silver? (Pupil) Cups and saucers. 

(Teacher) Who is ready for the next? (Pupil) Plates. 

(Teacher) Now, who will fold the cloth? How many have helped mother 
clear table? How many have washed dishes at home? 

All the children in the room raised their hands in reply to the 
last two questions; otherwise the exercise excited little interest on the 



WORK IN KINDEEGAETENS AXD PEIMARY GEADES. . 73 

part of the pupils. How may one account for the apathy and indif- 
ference Tvhich was manifested by these children during this lesson? 
Only 3 or 4 out of the 31 responded to any one of the teacher's ques- 
tions. Was this because they did this work at home? Yet we are 
told that some phases of the child's home activities should be repre- 
sented in the school curriculum. Was the exercise of a superficial 
nature and far removed from actual experience? Yet children love 
to play housekeeping out of school, to set the table, wash the dishes, 
and clean up the playhouse. Had this particular exercise been re- 
peated so many times in the same stereotyped way that the novelty 
had worn off and nothing new was expected? Just what element 
was lacking to make this lesson a successful one ? In the kindergarten 
and Montessori schools a luncheon period has been a part of the 
daily program from the beginning and has been of great value as a 
training in refined and courteous behavior. A real table has been 
set with real dishes. Food has been eaten, dishes washed and set 
away, crumbs brushed, floor swept, and room tidied. This period 
has been one of pleasure and of profit in these schools. Is it because 
there has been a real motive back of the exercise, a real demand for 
it in the minds of the pupils? Will lessons of the kind given here 
repeated day after clay be apt to carry over into the home life of the 
child and make for better living in a school community? 

These are pertinent questions which every primary teacher should 
ask as she is tempted to try out the new ideas which are urged 
upon her by those who speak with authority from higher schools 
of training. Let her be wise to question the motive back of her work 
and quick to read in the faces of her children the effect of her efforts 
in these new directions. Does not the whole subject resolve itself 
into this? What am I stressing in this lesson? Am I emphasizing 
the form or the idea back of it? In arithmetic is it the figure on the 
board or something real which the figure represents which is in the 
child's mind ? In reading, does he think of the letter and the word 
on the page or does he get a vision of the meaning which they repre- 
sent ? In setting the table are the dishes only symbols or do the chil- 
dren see behind the formal lesson a table in their own homes set 
and served in careful, well-ordered comfort? 

When we as teachers have become wise in judging of these values 
in all our lessons we shall have reached a plane of high efficiency, 
and the pupils under our care shall be led into that kingdom which 
awaits all those who are trwlj educated, a quickened and an under- 
standing mind. 

Much commendation is due this effort on the part of the teacher 
to bring an outside interest into her classroom and to incorporate it 
into her daily progr?.m. These are movements in the right direc- 



74 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

tion and eventually, when shorn of their superficiality, will become a 
real power in the training of little children, 

A RAINY DAY IN SECOND AND THIRD GRADES. 

A rainy day brought a change of program to this room because 
fewer pupils made it possible to allow a greater freedom. 

■" May I go to the playhouse ? " The smallest boy in the room 
stood at the teacher's elbow waiting. She turned to me. " I'm not 
foiio^^'ing the regular program to-day," she explained. " So few 
are here, on account of the rain, I'm letting them choose what they 
would like to do after their work is finished. I hope you think it is 
all right," she added, deprecatingly. 

'• I think it's all right for sunny days as well," I heartily re- 
sponded. 

The smallest boy touched the teacher's hand. "I didn't think 
you'd let us have such a good time," and his face glowed with appre- 
ciation. 

The playhouse proved to be a large dry-goods box on the floor 
in the front of the room, with a smaller one on top, filled with books 
and games and dissected maps and pictures. 

The teacher apologized for this. " We brought the boxes fi'om the 
grocery, and the children bring the books and games and pictures 
from home. We call it a playhouse, and they love it, even if the 
boxes are rough and unpainted." 

A piece of worn carpet lay on the floor in front of the playhouse 
on which four children sat working picture puzzles in groups of two 
for each i^icture, which were scenes in large sizes of 5 by 12 from 
the story of Cinderella. Two little girls sat together on a low 
chair, reading to each other in low tones and talking over the story. 
One boy was absorbed in reading the Tale of Freddy Firefly, and 
others were at the blackboard working on arithmetic problems. 
Strange to say, this seemed like a great privilege when it was not 
required of them — a motive that might be more often utilized than 
it is, 

ORAL READING LESSON. 

An oral reading lesson in this room, as one might suppose, was of 
the highest order. It furnishes an excellent example of what read- 
ing for thought is supposed to mean. A few of the teacher's com- 
ments are given to illustrate her skill in helping each pupil to 
interpret the meaning of the text. It shows that the thought of the 
story was made prominent, and that the importance of the technical, 
so often overemphasized, was constantly subordinated to the ideas 
which words and sentences rej)resent. 



WOEK IE- KI^iTDEEGAETENS AND PRIMAKY GRADES. 75 

A story from Merry Animal Tales, Mr. and Mrs. Black Rat's 
House Party, furnished, the text for the reading lesson. As the 
l^upils read the teacher constantlj^ suggested the idea to be conveyed 
and its appropriate interpretation by tone of voice and special 
emphasis, in this way: 

(Teacher) Mr. Black Rat wanted whom to take the invitation? (PupU) Mrs. 
Black Eat. (Teaclier) Then suppose you say, "You take the invitations." 
(Pupil hesitates at the word " invitations.") (Teacher) What is it v*e send out 
when we invite people? (Pupil hesitates at the word " sponge.") (Teacher) A 
kind of cake. (Pupil reads hurriedly and is confused.) (Teacher) Wait just 
a minute; get the sense. 

Nor was the formal side of this lesson neglected. Certain words 
in every text need special study, and these received their due atten- 
tion. The teacher steps to the blackboard and calls attention to two 
of these as she writes Mr. and Mrs. on the board. 

(Teacher) Let's have a good look at these words. Who can spell the words 
Mr. and Mrs.? Wliy are they written in this way? What is a contraction? 
What letters are omitted from these words? 

Perhaps the most difficult point in the lesson came when a defini- 
tion for the word " imagination " was attempted : 

(Teacher) What does this mean, "didn't say one word about imagina- 
tion " ? Can you remember anything about imagination in the story? (Pupil) 
His mother thought there wasn't any lion when" he said he had climbed on the 
back of a lion. Imagination is thinking something that you can't see. 

VALUE OF SILENT READING. 

In this grade the work of silent reading should be made a part of 
the daily program. There is no doubt that oral reading is over- 
emphasized in all the grades of the public school. Silent reading is 
cultivated in the homes where children have access to many books, 
but the large majority of pupils will not have this opportunity. 
The schools must supjDly it for the less favored. Only on a rainy 
day with an entire change of program was this type of reading ob- 
served. It is most earnestly recommended that at least once a day 
the entire reading lesson in the primary grades be conducted as a 
silent reading exercise. In the first grade easy little primers and 
picture books can be used for these lessons. The children may have 
the privilege of using the book if they will report on it, not in a 
stereotyped way but spontaneously or in answer to questions. 

In the third and fourth grades two children may enjoy a story 
together and talk it over, as in the case of the above report. Then 
they may tell the class about it. Book reviev/s of this kind are ex- 
cellent material for oral language work, and occasionall}'^ these re- 
ports may be written by the third and fourth grade pupils. In 
Gray's report ^ on the relation of silent reading to economy in educa- 

2 Sixteenth Year Book of the National Society for the Study of Education. 



I 76 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

tion he gives nine reasons why silent reading should be emphasized. 
Teachers should commit these to memory and bear them in mind as 
they arrange their daily programs. 

1. Silent reading is a tool of first importance in the acquisition of ideas. 

2. Silent reading is a more rapid process than oral reading. 

3. Comprehension is usually greater in silent i-eading than in oral reading. 

4. The rapid reader is usually more efficient than the slow reader. 

5. Oral reading improves rapidly during the lower grades and improves 
i steadily, hut less rapidly during the intermediate and grammar grades. 

i 6. Mastery of the mechanics of reading may be acquired more rapidly than 

ability to get the meaning of what is read. 
I 7. Hate of silent reading increases rapidly during the lower grades and 

approximates a maximum in the upper grades. 

8. Ability to comprehend the meaning of what is read improves steadily 
' throughout the grades. 

9. Rate and quality of silent reading may be improved through training. 

A sermon might be preached on any one of these pertinent texts, 
but suffice it to say they are founded upon data secured through 
much experimentation and research. 

GAKDENIXG IN THE FOURTH GRADE. 

I 

A big school garden grows on a vacant lot each summer in the 
town of Winchester. The work is organized and superintended by 
the special garden teacher who takes her vacation in the winter and 
stays on the job during the summer. She sees the plov>'ing done in 
the spring, at the toAvn's expense, by the way, and she is there when 
tlie crops are harvested and the produce distributed in the late 
summer. 

Thirty-five plats of land, each measuring 13 by 20 feet, constitute 
the area donated by the town meeting for this Avork. Two pupils 
work together on each plat, paying 25 cents each for seeds, and 
taking home last summer $5 worth of vegetables for family use per 
pupil. They meet twice a week for a field garden lesson wath their 
teacher, and any child who is unable to be j)resent or to go on with 
the work must furnish a substitute. The record for last year in this 
jjarticular was a very good one. Only 6 plats out of the 35 changed 
hands during the summer. 

The plats are laid out with borders of low-growing flowers of 
three varieties — marigolds, sweet alyssum, and zinnias. The vegeta- 
bles are planted in roAvs lengthwise of the plat in this order: Two 
roAvs of corn, one of radishes, tAvo of beans, one of beets, one of chard, 
and one of carrots. 

In addition to this community school garden w^ork, the garden 
teacher instructs the pupils of all grades above the second in the 
essentials of home garden cultivation. Her lessons in third grade 
on planting beans and in sixth grade on planting potatoes are here 
giA^en in detail to illustrate the possibilities of this type of work in 



WORK IN KINDERGAETENS AND PRIMARY GRADES. 77 

stimulating interest and arousing enthusiasm among boys and girls 
for the making and cultivation of gardens, for studies in plant life, 
their growth, diseases and nurture, and in addition the systematic 
organization of classroom lessons in such a way that many cross 
connections are established between the work of the different grades 
and between tlie different subjects of study. 

CONCLUSIONS. 

As a whole the work in primary education in the Winchester 
schools is found to be formal and lacking in virility. The mechani- 
cal side of the subject matter is overemphasized and illustrative 
material is sadly lacking. An endeavor to connect up the work of 
the school w^ith the experiences which the child meets Avith outside 
was seldom observed, so far as this survey might determine. It is 
recommended that a primary supervisor be installed in the schools at 
the beginning of the coming session who shall unify the work of 
the different grades, motivate the work in reading, language, and 
number, and who shall so direct the teachers in these grades that 
they may take up the matter of primary education from a new view- 
point, that of the child's immediate needs, his interests, his desires, 
his best development, subordinating to these in every lesson the undue 
importance of the course of study and the amount of subject matter 
to be covered. 

Keference has been made repeatedly in this brief report to the 
fact that quite generally the child's out-of-school experience is 
ignored both in the course of study and in the schoolroom practice 
in the schools of Winchester. Just what does this mean, the child's 
experience, and how may it become the dominating idea in primary 
education? What are the child's interests and experiences? What 
are they before he enters school, what are they now with the added 
school experience increasing day by day, and what are they destined 
to become as we look forward toward the future through the next 
3^ear, and the next, and for many years to come ? 

What continuity of interest may the teacher in the primary grades 
hope to establish in her work between these experiences of the child 
in the past, the present, and the future, and between her grade, the 
one before, and the one which follows ? 

How shall she go about it? What material shall she use, what 
methods, and how shall the traditional subjects of study be fitted into 
a program that is based upon the child's experience and interest ? 

The child's home is of paramount interest to him ; he is interested 
in the brute life about him ; he loves the flowers ; the passing of the 
seasons and the changing phases of nature affect him; pebbles and 
stones, the forces of nature, wind and rain and heat and cold, growth 
of plants in garden and field — all these come within the realm of his 
daily observation and interest. 



78 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

Suppose the teacher recasts her program in terms of projects and 
jjroblems bearing upon these interests and groups her technical sub- 
jects of study around them. In one school in a village in another 
State this was done with the home and its activities as a center of in- 
terest at the beginning of the school j'^ear. The children in the two 
first grades began by making observations of their own homes an<l 
discussing with the teacher how they are built and how furnishe(i 
Then each child made a booklet putting a picture of a house on the 
cover. Each week the pupils planned the suitable furniture for a 
room in the house. From catalogues and magazines they cut and 
arranged furniture for a living room, bed room, dining room, and 
kitchen. _ 

Eeading and language lessons were developed. The sentences were 
formulated by the children during the reading exercise and were 
written on the blackboard by the teacher, later to be typed and bound 
into small reading books which contained eventually all the reading 
material which this project included. 

Early drawing lessons on the blackboard trained in flexibility and 
control, and led up to the first lessons in penmanship. Outlines of 
houses and fiat drawings of furniture afforded excellent models for 
this work. 

In playtime many lessons in social etiquette were inculcated, since 
these children had the habit of opening front doors and of wandering 
at will through any house in the village. The story hour was filled 
wdth selections which have a peculiar charm for children, on account 
of their repetitive quality, the TJu'ee Pigs and Their Houses and The 
House That Jack Built being especially appropriate. 

The second grade furnished a house, and dressed a set of dolls to live 
in it. The third grade watched the building of a house, and as the 
teacher photographed from daj^ to day with her camera the progress 
of the building, the pupils made blue prints for a little brochure on 
house building. The fourth grade in this school made a special 
study of a general grocery store, bringing small samples of cooking 
condiments from home and hanging them in bottles on a chart, re- 
porting from time to time on the source and manufacture of these 
products. The fifth grade made a study of the village with reading 
and language lessons bearing upon the activities of the town. Book- 
lets were also made in this grade and blue prints inserted of different 
views of " Our Village." Seventh and eighth grade pupils carried 
this study of local environment out into a larger study of American 
cities, how they were founded, their plan, location, governments, etc. 

Here was a line of work especially adapted to each grade of the 
school in separate units and 3'et with relationships established be- 
tween the different grades and a line of continuity running through 
from grade to grade which held the whole plan together and sustained 
its logical sequence from the beginning to the end. 



Cliapter IV. 
THE COURSES OF STUDY. 



Contents. — Aims of a course of study. Principles of method. 1. The separate courses 
of the elementary schools ; language and grammar ; arithmetic ; geography ; history ; 
civics ; penmanship ; vocational education ; handwork in the grades. 2. Courses in the 
high school ; modern languages ; science teaching ; matliematics ; classics in translation ; 
attitude of pupils toward school ; supervision ; music ; drawing. 3. Supervision and 
organization in the elementary grades. 



This is not the place for a full discussion of the philosophy which 
underlies the making of a course of study, but a comparativel}^ brief 
statement of its main conceptions seems necessary in order to make 
clear the point of view in the light of which practical details must 
be determined. 

In the making of a course of study, it must be recognized that 
education is not confined to schools. Everything that touches life 
from the cradle to the grave and that influences thought, feeling, 
motive, and conduct is a part of education. In short, we are edu- 
cated by our environment, physical, intellectual, social, and ethical, 
all through life. The school is an artificial environment whose func- 
tion is to prepare us to be effectively educated by the environment of 
life. Hence the school must educate with reference to the out-of- 
school life of the child and to the after-school life of the adult. 

This means that the school should begin processes of development 
which are afterwards continued by the environments or duties of life. 
In this sense it must connect closely with life. The educational value 
of a study is therefore not determined by what it does for the pupil 
while he pursues it in school, but what it does for him all through life. 
A study which is dropped entirely when school days end has less 
educational value than one which is continued through life. This 
distinction becomes important in considering the educational value, 
say, of Latin or Greek which is dropped and that of vocational studies 
which are continued after school days are over. The former are more 
likeh?^ to be overestimated and the latter underestimated as means 
of mental development. 

From the above it follows that the highest test of school educa- 
tion is not the abilitj^ it gives the pupil to pass examinations in school 
but the degree in which it projects itself into the out-of -school life 

79 



80 SUEVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

of the pupil and into his after-school life later. To be specific : If the 
teaching of literature and of science does not lead the pupil to read 
literature and science out of school, there is something wrong with 
the school education; if the teaching of drawing and of music in 
school does not lead children to sketch on holidays for pleasure and 
to sing in the home the songs taught in school, there is something 
wrong with the teaching or the course of study. So with the entire 
curriculum, 

A course of study must be constructed not only with reference to 
the duties of life but also with reference to the after education which 
life gives. It must not only make the individual socially efficient, but 
it must also give him. the capacity to be effectively educated by the 
experiences of life. 

FOUR AIMS. 

The course of study must provide for at least four types of educa- 
tion, each having its own specific aim. 

1. It must provide for training in the studies fundamental not only 
for life but also for all further advanced study. This includes the 
studies of the elementary school and some of the studies of the sec- 
ondary school and the college. It must also provide for training in 
habits of conduct fundamental in life, and for the elements of studies 
like the sciences, the historical, literary, and philosophical studies, 
which give an outlook upon life, interpret its meaning, and determine 
one's attitude toward it. 

2. It must provide specific training for some vocation. The time 
is surely not far distant when the pupil or student will not be 
allowed to leave school until he has been trained to do skilled labor, 
manual or mental, in some useful calling. This applies to rich as 
well as to poor. The moral obligation to do some useful work in 
the world rests upon both alike. There are abundant signs, which no 
thoughtful person can mistake, that in this respect the future will 
differ from the past. 

3. It must provide education for leisure. It is probable that the 
working-day will soon be limited to 8 hours for the mass of workers. 
This will afford 16 hours for leisure and for rest. It is of vast social 
and moral and, in fact, also of economic significance how these 
hours of leisure are spent, whether in pleasures and activities which 
are elevating or in such as are debasing. This education can not 
all be given in school, but includes public amusements, public play- 
grounds, libraries, museums, and other agencies. But the school 
can make specific provision for it by providing instruction which 
will develop appreciation for art, music, and literature by developing 
the play instinct on a high plane and by arousing a deep abiding 
interest in the pupil's favorite studies, so that he will make them 
his hobbies in after life. 



THE COURSES OF STUDY. 81 

4. At last, and in no wise least, it must provide for training for 
citizenship. All right education makes a man a better citizen, but 
the school must give specific training for this purpose, as outlined 
below. 

Reference may be made briefly in passing to the theory of educa- 
tion once j)revalent for many years, and still held by some teachers 
in colleges, that the aim of intellectual education should be mental 
discipline ; that this is got chiefly by doing hard mental work which is 
the more effective if one does not like it ; and that it is only of secondary 
importance whether the knowledge acquired is remembered perma- 
nently or not. It was further assumed by this theory that a com- 
paratively few studies, like the classics, matliem.atics, and literature, 
served this purT)ose. It may be stated, without disrespect to j)ersons 
still holding this theory, that it is not held by any serious and 
scientific student of education to-da5^ Current educational theory 
emphasizes content ; and it assumes that mental discipline must come 
as a by-product in the acquisition of valuable content; that mental 
abilities are of great variety and must be developed mainly by 
specific means; and that the studies of the curriculum must connect 
closely with life, its activities and experiences. 

It is obvious why, in accordance with this theory, certain studies, 
like Latin and Greek, which us.ed to occupy a conspicuous place both 
in secondary schools and in colleges, occupy to-clay a subordinate 
place in both. Greek, in fact, has been abolished very generally in 
public high schools. Algebra and geometry have been made, elec- 
tives in progressive high schools. Ancient history is being made an 
elective and will not be taught as extensively as heretofore. All 
these studies, which are mentioned here merely by vv^ay of illustra- 
tion, have only a remote, indirect bearing on modern life. On the 
other hand, studies such as the natural sciences, modern history, 
economics, and sociology, which underlie modern life and interpret 
modern civilization, are receiving increasingly larger recognition 
both in secondary schools and in colleges. 

While in colleges and universities the courses of study are very 
similar in all countries of western Europe and the United States, 
and the various studies are taught in very much the same waj^, with 
but minor differences in emphasis, a course of study for the elemen- 
tary schools, and largely also for the secondary schools, in all coun- 
tries is and must be national in character. That is to say, geography 
must be taught with the emphasis on the national geography", and 
that of other countries only as they affect the national life ; history 
must be the history of the nation and of its historic relations to other 
nations; the literature taught must be predominantly^ the national 
literature, which holds up before the minds of pupils the national 
ideals and aspirations and interprets the national life. Science in 
2501G°— 21 6 



82 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

its applications must be applied to national conditions; and even 
such a subject as arithmetic must be taught from the national point 
of view. An arithmetic dealing with pounds, shillings, and pence, 
or with mark, franc, and the metric system would be unintelligible 
and useless to American children. 

This is only somewhat less true of secondary schools, and is a 
fundamental principle in program making. 

PRINCIPLES OF METHOD. 

Before discussing the methods of teaching specific studies in the 
curriculum, it may be helpful to state briefly some general principles 
underlying method in the different groups of studies. 

There is no general, in the sense of universal, method applicable to 
all studies, as has been assumed by Herbartian writers, but there are 
general methods each applicable to a group of studies similar in char- 
acter. 

All the natural sciences, for example, must be taught bj' the method 
of observation and induction and deduction. The pupil must be led 
to observe and analyze the facts, to find their meaning, formulate a 
generalization and make its applications. Hence the function of the 
teacher is to stimulate and to guide. Facts which can be observed, 
and generalization, must not be told the pupil. Here is where such 
aphorisms as the following belong: Pass from the concrete to the 
abstract, from the whole to the parts, from the simple to the complex, 
from the known to the related unknown, etc. 

Then there are studies, like music, drawing, and literatu.re, where 
not thought development but the development of the art instincts 
is the aim. The purpose is to reach not primarily the thinking but 
the emotions of the pupil. The appeal must be made through the 
senses and the imagination. The process must lead not to a gen- 
eralization but to vivid imagery which arouses the sesthetic emotions. 
Not the method of analysis, as in science, but the method of synthesis 
which deals with wholes is the proper one. To teach these studies 
by the analytic method of science teaching is fatal to interest. We 
make this mistake when we emphasize prematurely the technical 
aspects of music or of drawing and when we analyze literature to 
shreds and overemj^hasize footnotes. These mistakes are very com- 
monly made. It should be remembered that the most effective 
interpretation of literature, especially of poetry, is the effective oral 
reading of it to and by the class. Yet this is usually a subordinate 
feature of literature teaching. 

Then there are studies which deal predominantly with words, the 
symbols of thought, like speaking, reading, composition, foreign lan- 
guages. These symbols are arbitrary, and therefore the principle of 



THE COURSES OF STUDY. 83 

]3rompt telling, instead of not telling as in science teaching, must be 
observed. The mental process is one of association of symbol with 
idea. The laws of association must determme the method. 

Finally, there are studies like handcraft, pemnanship, etc., in which 
the problem is the forming of correct habits. Here the method must 
be determined by the laws of habit formation. 

These four types or groups of studies all come in some of their 
features under all these methods, but predominantly in each case 
under one. 

Method is, therefore, determined by the subject matter in large 
part. It is also determined in great part b}^ psychology, by the way 
the mind works. Hence the study of psj^chology is essential to the 
comprehension of method. It is also partly determined by the ma- 
turity of the pupil. Much may be assumed with mature minds which 
must be taught to the immature, and in science teaching more use 
may be made of deduction. Finally, method is slightly determined 
by the special abilities of the teacher. A teacher who is not fluent 
should rarely use the lecture method. He will get better results with 
the quiz method. 

In teaching a subject — as, for example, arithmetic — it is necessary 
to analj^ze the material and decide to which groups the several parts 
belong. Some parts belong to the science group, others to the lan- 
guage or symbol group, and others to the habit- formation group. 
To teach all the material in any study by a single method would lead 
to some bad teaching. This is a common mistake in schools generally. 

1. THE SEPARATE COURSES OF THE ELEMENTARY SCHOOLS. 

After these preliminary statements of some of the fundamental 
principles which must underlie a course of study and method in 
teaching, we may proceed to discuss briefly, by way of running 
comment and suggestion, the separate courses of the elementary 
schools of Winchester. 

These courses do not exist in printed form. They have been 
furnished to the commission in typewritten form. They have been 
quite recently revised and all the changes indicated in their type- 
written form have not yet been made in the schools. The follow- 
ing comments are based on these courses and on personal inspection 
of the teaching in the schools. 

LANGUAGE AND GRAMMAR. 

Although Winchester is predominantly a city of English-speak- 
ing homes in which the children hear the language well spoken, 
nevertheless the town contains a growing foreign-born population 
which has already reached considerable proportions. In those 



84 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

schools which are largely attended by the children of the former 
group the language difficulty is not so apparent as it is in the 
schools attended principally by the children of the foreign born. In 
estimating the efficiencj^- in language instruction in the schools of 
Winchester, this distinction must be kept in mind. In general in 
the schools of both groups it may be said that the instruction is 
reasonably efficient. Certain individual teachers have shown rare 
skill and ability in class exercises witnessed by members of the com- 
mission. 

The book followed by the teachers was prepared more particularly 
to meet the needs of schools having pupils who must be taught 
English as a foreign language, and in consequence is more formal 
than is desirable for the children of many of the classes. It em- 
ploys too short sentences in its exercises for English-speaking chil- 
dren. Much more freedom and spontaneity is desirable than is se- 
cured by following this book closel}^ 

SUGGESTIONS ON METHOD. 

The following suggestions on method are offered in the belief that 
they will aid the teachers: 

1. When we write we think not in written but in oral speech. The 
ability to write fluently and with clearness and freedom depends on 
the ability to think fluently and clearly in oral speech. The quickest 
way to learn to think fluently in oral speech is to hear oral speech 
and to practice si^eaking. 

From this it follows that thorough development of oral speech in 
the first four years of school life is the necessary condition for fluent 
written composition in the later elementary school grades. Hence 
there should be no written composition during the first two years, 
to speak conservatively, and not much during the third and fourth. 
Emj^hasis should be laid on written composition in the grades above 
the fourth, as suggested below. 

Penmanship should, as a regular exercise, be begun not earlier 
than the middle of the second year, and preferably not before the 
beginning of the third. Only such writing as children naturally 
desire, like the writing of their names, should be incidentally taught. 
Children have no need whate^'er to express their thought in writing 
during those early years. Writing, moreover, is a muscular move- 
ment requiring delicate coordinations behind which there is no 
heredity as there is behind speech movements, and the accessory 
nerve centers controlling the movement are immature and are easily 
fatigued. For these and other reasons writing should not be intro- 
duced earlier than is above indicated. 



J 



THE COURSES OF STUDY. 85 

Likewise set daily lessons in arithmetic should not be introduced 
until the latter part of the second year or the beginning of the 
third. The few things which children need, such as counting and 
learning to recognize the pages of a book, should be taught inci- 
dentally. Children at that age have no need of the arithmetic now 
taught in most public schools. 

By banishing formal lessons in penmanship and in arithmetic 
from the first two years, room is made for reading to the children 
for a half hour each half day the best children's literature and for 
outdoor studies. The school would then do for all the children what 
is done in cultivated homes for the favored few. 

Such reading to them would extend the range of their thoughts 
and their vocabulary ; and extensive discussion or oral reproduction 
of this interesting material would develop their power of fluent 
oral expression to a degree far beyond what is now attained even in 
good schools. 

Later, when they can read with some degree of fluency, the content 
of the interesting supplementary reading matter, now to be obtained, 
should be freely discussed in class. One needs only to observe the 
contrast between the fluency of speech of children outside of school 
and the lack of it in school to realize that there is something un- 
natural in school methods in this subject. 

2. So far as written composition is concerned, two aims must be 
secured — grammatical correctness on the one hand and on the other 
clearness, freedom, fluency, and ease in expression. These aims can 
not be secured in the same Irind of exercise. Insistence on gram- 
matical correctness, involving persistent correction of errors as they 
are made, checks freedom and fluency and interferes with clearness 
of thinking. Briefly stated, correctness in grammar, punctuation, 
and the other mechanical elements of written speech are best taught 
by means of dictation exercises regularly given apart from composi- 
tion writing. The aim of composition writing should be to secure 
clearness, freedom and fluency in exj)ression, and only incidentally 
to secure grammatical correctness. Compositions should, therefore, 
be criticized chiefly for lack in these qualities and only incidentally 
for such mistakes of grammar as the pupil actually would not know 
how to correct. If he is held up to his best efforts, he will outgrow 
all errors which he can correct himself. 

The subjects for compositions in elementary and high schools 
should be taken from the regular school studies and rarely from ex- 
traneous sources. The writing should reinforce the instruction in the 
other studies. Many short compositions should be required rather 
than few and long ones. In the upper grades and the high school 
children should be required to write under pressure by being limited 



86 SURVEY OF THE SCHOOLS OF WI^N' CHESTER, MASS. 

m time. Dawdling will not secure fluency. It is possible to insist 
excessively on neatness at the expense of fluency and freedom. The 
manuscripts of men who write what other people want to rend are 
not generally noted for their neatness. Many schools have erred in 
this respect. 

The teaching of practical grammar in the elementary schools of 
Winchester is effectively done. Technical grammar is begun in the 
seventh year and continued through the eighth. The merits of the 
course lie in part in its simplification. Much needless matter often 
found in textbooks is eliminated. Such subjects as the subjunctive 
mood and the analysis of complex and compound sentences taught in 
the grades might be relegated to the high school. In general, all 
those parts of grammar which actually do not aid the pupil in learn- 
ing to speak and write correctly and are of importance only as a basis 
for instruction in foreign languages in the high school should be 
taught only in the high school. 

ARITHMETIC. 

If formal lessons in this subject are deferred until the beginning 
of the second half of the second school year or the beginning of the 
third, as suggested above, some of the puzzling questions of method 
become simplified. 

If the subject is to be begun the first j^ear of school, as is now done, 
the course outlined for the first three grades is in general a good one. 
In the fourth and fifth grades emphasis is properly laid on drill in 
the four fundamental processes. In the sixth grade tables of weights 
and measures are emphasized, but without the suggestion that these 
weights and measures should actually be used in class and that every 
school be supplied with a set. In this grade, in addition to a simple 
treatment of commercial discounts, simple interest might profitably 
be introduced by means of easy problems. Only the finding of the 
interest or amount, the rate, time, and principal being given, sliould 
be taught in this grade. 

In the eighth grade foreign exchange should be omitted. It is be- 
yond the comprehension of elementary school children and few of 
them will ever have any use for it. Taxes, fire insurance, and customs 
duties might profitably be inserted in grades 7 and 8, provided the em- 
phasis is not laid on the solving of problems, but on a detailed discus- 
sion of the subject itself. Children should know specifically what the 
principal community interests are for which taxes are paid and how 
they are assessed ; emphasis should be laid on the fact that rich and 
poor pay taxes ; that taxes are added to the rent and to the price of 
goods ; and that in consequence the poor as well as the rich pay taxes, 
and all are interested in the honest expenditure of money collected. 



THE COUKSES OE STUDY. 87 

In fire insurance the one thing to emphasize is its necessity and the 
folly of running one's own fire risks. The solution of problems is un- 
important. Customs duties is of value only when it is made the sub- 
ject for a clear discussion of the revenues of the National Government, 
the subject of the tariff, and the distinction between a tariff for 
revenue and a tariff for protection. This, like taxes, is essentially a 
topic in civics, and if taught there may be omitted in the arithmetic. 
A similar treatment of stocks and bonds is desirable. The solving of 
problems here also is unimportant beyond that of finding the rate of 
income on an investment. The important thing is a clear discussion 
of the difference between stocks and bonds — that the former are evi- 
dences of ownership and the latter of indebtedness ; the relative safety 
in the same corporation of the two ; the fact that, as a rule, a moderate 
rate of income on a security indicates safety of principal and a high 
rate the reverse; that in all investments the first thing to aim at is 
safety of principal. These are generalizations which can be made 
clear enough to pupils of this grade to render them immune to the 
temptations of the purvej^or of swindling schemes, in which, accord- 
ing to Government estimates, the people of the United States " in- 
vested " in 1918 to the extent of $500,000,000. 

In general, the Winchester course in arithmetic as a whole is a good 
one. It deserves credit for the elimination of much that has been re- 
tained in many schools through tradition. 

METHOD IN AEITHMETIG. 

In regard to method, there is room for considerable improvement. 
Too early emphasis is laid on the mechanical operations with figures 
and altogether too little emphasis on concrete illustrations of arith- 
metical thought processes. Everjr number process new to the pupil 
should be taught concretely, no matter in which grade it is taught. 
Objective illustration must not be limited to the primary grades, 
and the fear of some writers that there is danger of its being con- 
tinued too long is unfounded in fact. Everj^ process with whole 
numbers, with fractions, with decimals, and percentage should be 
concretely taught. Every proposition in the multix^lication table 
should be concretely presented, not merely in the numbers up to 20, 
as is customarily done in schools. The multiplication table consists 
of mathematical equations; to have the pupil memorize them with- 
out being able to prove them is as objectionable as to have him later 
memorize equations in algebra and geometry without being able to 
prove them. 

This overemphasis on the mechanical processes is probably due to 
the fact that the arithmetical tests of these processes used in the 
schools are more accurate than the tests of reasoning and more easily 
applied. The use of these tests is valuable, only teachers must guard 



88 SURVEY OF THE SCHOOLS OF WIlsTCHESTEE, MASS. 

against losing their appreciation of relative values in the use of 
them. Mechanical accuracy and speed are far easier to secure than 
ability to reason. The Winchester schools emphasize the former 
quite enough ; they will strengthen their instruction by emphasizing 
the latter more. The use of concrete illustrations in developing every 
new thought process forms the foundation for training pupils in 
reasoning in arithmetic. 

Apart from such greater use of concrete illustration of thought 
processes, the methods employed in the schools are well adapted to 
develop the power of reasoning in arithmetic. A very good state- 
ment has recently been drawn up by a committee of elementary- 
school teachers of Winchester giving sample problems for each 



GEOGRxVPHY. 

The tendency in American elementary schools is to extend subjects 
taught through most or all of the grades. Penmanship is usually 
taught in all the grades; so are arithmetic and spelling. There is a 
general custom of beginning geography and history in the third 
grade. In European schools this tendency is not so marked. It is 
doubtful whether anything of the formal textbook type of geography 
teaching can be introduced with profit before the fourth grade, 
although there is much of the out-of-doors type which can be profit- 
abh' presented, beginning even with the first grade. The topics 
usually assigned to this grade, as in the Winchester course, are 
essentially topics in nature studj^, and had better be so grouped. 
This would suggest a broader treatment. 

The topics prescribed for the fourth grade are well suited to this 
grade, and the reference books and supplementary reading matter 
recommended are admirable. But the portion dealing with plants 
and animals had probably better be transferred to the course in 
nature study. The correlation with geography can easily be made. 
The topic " cause of changes of seasons," assigned to grade 5, is too 
difficult for this grade, and, in fact, too difficult for most pupils in 
any grade of the elementary schools. Contrary to general custom, 
it should be relegated to grade 8 or the high school. It is retained in 
textbooks by force of tradition. 

The course might well attempt more in grades 7 and 8 in physical 
geography or physiography. The description of phj^sical features is 
well provided for, but some provision should be made for instruction 
as to their genesis. A brief general description of the ice cap in 
America and the ejffect of glaciation on the course of rivers, on the 
formation of lakes, waterfalls, and water power, and on the distri- 
bution of soil; drov.ned coasts and drowned river valleys and their 



THE COURSES OF STUDY. 89 

bearing on navigation; the simpler facts of erosion, the formcition 
of soil, the work of rivers ; the general facts of cyclonic conditions 
m the temperate zones determining ^daily weather changes — these !ire 
examples of topics which have been successfully treated in their 
elementary phases in the last two years of the elementary schools. 

The fault of most schools, and textbooks as well, is that they 
attempt to teach too manj^ topics and disconnected facts and fail of 
teaching thoroughly the essentials. The maps of textbooks are 
crowded with nonessential details which obscure the essentials and 
mislead teachers. The course would be improved if it should state 
principles of selection to guide the teachers. For example, a state- 
ment to the effect that in teaching the location of cities in the United 
States, only those large centers which are of much commercial and in- 
dustrial importance should be fixed in the memory ; that in teaching 
the location of rivers only those (1) which are used extensively for 
navigation, (2) those which furnish water power extensively used in 
manufacturing, and (3) those few greatly noted for their scenery 
should be fixed in the pupil's memory. Likewise, in teaching prod- 
ucts, onl}^ such as enter extensively into commerce, especially our for- 
eign commerce, should be taught; and in making production maps 
there should be included, not all the localities in which a given prod- 
uct is found or produced, as is done in our textbooks which simply 
copy our Government maps, but only those regions in which a prod- 
uct, like wheat or corn or cotton, is produced in large quantities for 
the markets of the world. 

Suggestions of this nature would eliminate much useless material 
from the subject upon which time is wasted, and would make room 
for the more thorough teaching of the essential facts. 

The course could be improved by providing specific training in the 
interpretation of m.aps in their various uses, some of which are simple 
and others difficult. (1) A map shows the boundaries or coast line 
and general shape of a country. This is easily grasped by the pupil. 
(2) It shows location. This is also comparatively easy. (3) It shows 
direction. This is easy in the case of maps of comparatively small 
areas on which lines of longitude and latitude run nearly in accord- 
ance with the cardinal points of the compass ; it is difficult for young- 
pupils in the case of maps of large areas, like those of the continents, 
in which direction is indicated wholly by meridians and parallels of 
latitude. (4) A map shows elevation. This for most iDupils is the 
most difficult interpretation of all to make; hence the advantage of 
actual relief maps. 

The interpretation of a map, like the reading of a working draw- 
ing, must be taught. Mere map study, such as is customarily found 
in schools, will not give this training. Such training in use of maps 



90 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

even in its simplest form should not ordinarily begin earlier than the 
fifth grade. 

The course taken as a whole is good. With eifective supervision, 
discussed below, the results shoul'd prove satisfactory. The lessons 
observed in the schools indicate intelligent interpretation of the 
course and skill and judgment in handling specific topics. 



This course is based on the " Report of the Committee of Eight " 
and follows it fairly closely. The lessons observed indicate intelli- 
gence and sldll on the part of the teachers and interest and ready 
grasp on the part of the pupils. A course briefly outlined, giving clear 
perspective and proportion, with the report mentioned as a supple- 
mentary guide, would probabl}^ be of assistance to the teachers. A 
course in civics in connection with history is given in grades 7 and 8, 
as outlined in the history text used. 

Concerning the course in history in the elementary schools, two 
suggestions are offered : 

1. The plan of teaching a sketch of European history as the back- 
ground of American history in one of the earlier grades (usually the 
sixth) of the elementary schools, outlined in the " Report of the 
Committee of Eight," if justified at all, is too ambitious and covers 
too much ground. Certain phases of medieval history do furnish a 
l)'.ickground for the earlier stages of American historj'^; the}'' make 
clear the motives for the explorations and for the early emigrations 
to this country. But Greek and Roman history have no more direct 
connection with American history than the history of the Creation 
had with the history of New York in Knickerbocker's famous history, 
and sliould be omitted. Such a sketch of European history had prob- 
ably much better be given in the eighth or ninth grade, after pupils 
have a knowledge of the phases of American history for which it con- 
stitutes a background, or it should be given incidentally in connection 
with American history. This, however, is a question for the full dis- 
cussion of which sufficient space can not be allowed in this report. 

It should be added that the texts prepared to provide for this 
sketch are written in an interesting style, with much pedagogic 
skill, and are profusely illustrated. The teaching in the classes 
visited was skillfully done. But immature children, even if they 
absorb the facts, can not know and appreciate the historic setting 
which gives them their real significance. 

2. A course in history for the elementary schools should include 
a sketch of the history of Canada and of Mexico and a briefer sketch 
of the history of the South American Republics, especially the his- 
tory of their struggle for j)olitical freedom. The ignorance of even 



THE COURSES OF STUDY. 91 

educated American citizens of the history and of the racial, social, 
economic, and educational conditions in Mexico is a serious danger 
to our country to-day. The majority of our citizens know less aijoiit 
this subject than school children should know. Furthermore, the 
original significance of the Monroe doctrine, which has ahva}'s 
been and is still a topic taught in all American elementary schools, 
is unintelligible to persons who do not know the historj^ of the strag- 
gle for independence of our southern neighbors. And the best coii- 
creie illustration of its effectiveness is the history of the effort of 
lUaximJilian to become Emperor of Mexico. Such knowledge of our 
Latin American neighbors would also be the most effective single 
means of establishing friendly feelings and mutual good will. 

3. In the ninth and tenth ;7ear it is desirable to give a background 
of European and Asiatic history. This can most profitably be done, 
however, not by offering systematically organized courses in the 
history of foreign countries, but by making signifi.cant epochs and 
movements in our own history the starting point and tracing the 
influences back to European or Asiatic sources as these naturally 
develop in the discussion. In such manner the significant tilings 
about European history will be surveyed not as is too frequently the 
case as units of studj^ in themselves but in their relations to our own 
problems. Thus, naturally, there will pass before the pupils' atten- 
tion such important matters as the French Eevoh.ition, the unifica- 
tion of Germany and the World ¥/ar, important developments in 
English history, the remarkable rise of Japan, the stages of industrial 
development since the middle of the eighteenth century, etc. Such a 
course should be compulsory for all pupils, for it is necessary to 
adequate preparation for citizenship. 



"Civics" and "education for citizenship," like "Americaniza- 
tion," are somewhat vague terms to the public and are not altogether 
clear and definite to teachers. Civics to the public and to many 
teachers still means a study of the National Constitution, and usually 
,of the State constitution as well. While from the standpoint of train- 
ing for citizenship every pupil should be grounded in the important 
matters comprised in our State and National Constitutions, neverthe- 
less the old-time, dry-as-dust grind on the details of both which has 
constituted almost the whole of civics teaching in so many paces is 
unwise and should give place to that type of civics instruction com- 
ing to be known as " community civics." Such a course should em- 
phasize, not the duties of public officials but the everyday civic duties 
of all citizens. 

The course in civics given in connection with American history in 
grades 7 and 8 of the Winchester schools fulfills this purpose fairly 



92 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

■well and is well taught. In the high school the more advanced 
course should be made compulsory on all pupils. 

But more than this should be done in the high school. Graduates 
of high schools, colleges, and professional schools should make the 
public opinion which proverbially is said to control government in a 
democratic country. Helping to make intelligent and sound public 
opinion is perhaps the highest civic duty of the educated citizen. 
Hence, in high schools and in higher institutions of learning all 
students should receive the training necessary to enable them to think 
clearly on public questions on which political action is necessary. 

Xow, most of our so-called political questions are economic in 
character, or rest on an economic basis, and can not be understood by 
anyone who does not know at least the elements of economic science. 
Others are sociological in their character and usually rest on an 
economic basis. These can not be understood without at least an ele- 
mentary knowledge of economics and sociology. Again, all economic, 
and more especially all sociological, questions are in the last analysis 
also ethical or have important ethical implications. It is obvious 
without argument that for the educated citizen who attends school at 
an age when these sciences can be grasped at least in their elements, 
the most vital training for citizenship is the study of them, together 
with modern European history, as above explained. 

Hence, the elements of economics, of sociology, and of ethics, as a 
minimum, should be made compulsory studies upon all pupils of both 
sexes in all high schools. Until colleges make these studies compul- 
sory, as a few do, pupils in high schools fitting for college should not 
be excused from taking them. 

STUDY OF CIVICS AND AMERICAN HISTOKY MADE OBLIGATOKY. 

An act passed by the Massachusetts Legislature, effective in August, 
1920, makes it obligatory that: (1) Every pupil take both American 
history and civics prior to graduation from the elementary school; 
(2) every pupil in the high school take at least one course in Ameri- 
can history and at least one course in civics. In executing these pro- 
visions of the act the commissioner of education of Massachusetts has 
made the following wise recommendations: (1) That civic instruc- 
tion be made continuous throughout the grades; (2) that system- 
atic course in community civics be required of all students before 
the end of the tenth year or grade; (3) that an advanced course in 
American history and an advanced course in civics be required of 
all students in either the junior or senior year of the high school. 

rENMANSHIP. 

The method of teaching writing has recently been changed in 
iVVinchester, and the schools are in a transition stage in the subject, 



THE COURSES OF STUDY. 93 

wliicli makes it difficult to estimate their ultimate efficiency. For- 
merly the pupils used the finger movement in writing in all grades, 
with which speed is attained only at the expense of legibility. This 
is the reason why most adults " unlearn " after school days are over 
the handwriting learned in school. The schools have changed to 
the " muscular " or forearm movement, which has been taught in 
good schools for a great many years and has no essential features 
that are new or original. 

In the present transition stage the results are not satisfactory, 
but it is a change in the right direction; and when pupils have ad- 
justed themselves to it and teachers have mastered the method, there 
will be a marked improvement in the writing. 

As stated above, writing as a regular exercise should be deferred 
at least until the latter part of the second school year or the be- 
ginning of the third, for the reasons given. If it is retained, the 
children ought to be allowed to use the finger movement during the 
first three years. So long as children have not mastered the form 
of the letters completely their writing movement must be slow, so 
as to make it possible for the eye to follow and guide the movement. 
This is not possible with the rapid muscular movement. In the 
fourth year of school tile transition to the forearm movement can be 
made in a short time without difficulty, as has been abundantly dem- 
onstrated in good public schools. 

There is great need of supervision of this subject at this transi- 
tion period. The teachers feel keenly the need of help and direction 
and would welcome it. There is, however, no need of a special super- 
visor of it, if a general supervisor of the elementary schools is ap- 
pointed, as elsewhere recommended in this report. 

VOCATIONAL EDUCATION. 

With the exception of the commercial training in the high school, 
no provision is made in the school system for strictly vocational 
education. This is a serious defect, and would be more serious still 
if Winchester were less of a residential and more of a manufacturing 
town. Yet the majority of pupils will follow callings other than pro- 
fessional and have a right to the necessary educational facilities to 
fit themselves for them. 

It is recognized that it is difficult to establish in a small community 
the variety of types of education to meet the needs of the variety 
of types of mind, and yet the rights of children to education do not 
vary with the size of their home town. The solution lies clearly in 
State action in the matter. The State should be petitioned to organ- 
ize a vocational school in a locality accessible to pupils of Winchester 
and of several adjoining towns. Such a school should contain both 



94 SUEVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

prevocational courses and courses fitting for such trades as local 
conditions make desirable. 

It is well known that certain labor organizations object to vo- 
cational schools; but, briefly stated, such opposition rests on tw(; 
objections which are valid and which can and should be avoided ir. 
any system of vocational education. First, they object to trade 
schools in which pupils can get a smattering of a trade and then as 
half-trained workmen compete in the labor market with well-trained 
men. Secondly, they object to trade schools in which the training 
is narrow and confined almost exclusively to the handwork of the 
trade. They fear that such training will tend to create a servile 
class and close the door to advancement to the so-called higher walks 
of life. These objections are sound. 

For the obviating of the first objection labor unions and employers 
must aid the schools. Pupils from a trade school should be refused 
employment and membership in a labor union unless they complete 
their trade education. Legislation extending compulsory school at- 
tendance can also aid. 

The second objection can be removed by the school unaided. In 
brief, a course in a trade school should, first of all, include as re- 
quired studies all the technical and academic studies which have a 
direct connection with the trade. Second, it should include as elec- 
tives as many other academic studies as the pupil has the capacity to 
take. In this way pupils would receive as broad a general education 
along with their specific training in a trade as their minds can take on. 
Such vocational education is probably the broadest and most effective 
general education for a majority of pupils in public schools generally. 
To pupils so trained the door of advancement can not be closed, ex- 
cept by their own lack of native ability. The valid objections to 
vocational schools lie, therefore, not against vocational schools as 
such but against vcational schools of the wrong type. 

It may be added that the learning of one trade in which the pupil 
is deeply interested at the time, even if later he decides to follow 
another, is a better preparation for the learning of such other trade 
than dawdling over mere books in which, apart from their connection 
with his desired trade, he has no interest, as this class of pupils now 
usually do in the upper grades. Compulsory laws can only compel 
attendance ; they can not compel a pupil to study. 

HANDWORK IN THE GRADES. 

Much more handwork is desirable in the grades than is now given 
in tlie Winchester schools. It is confined almost wholly to the upper 
grades of the elementary schools. It should be a part of the work 
in all the elementary schools. The argument for educational hand- 



THE COURSES OF SiUDY. 95 

craft is too familiar to requii^e restatement here. It should be ex- 
tended in the grad s usually constituting a junior high school, and 
should at least include metal work, lathe work, and printing. At 
present it is confined to woodwork. The appointment of a super- 
visor of instruction, as elsewhere recommended, will Solve this 
problem, and detailed recommendations are unnecessary here. The 
problem is not a new one and will be easily handled by the super- 
intendent and a competent supervisor. 

INDUSTRIAL V^'ORK IN THE PEINOE SCHOOL. 

The industrial work in the Prince School is an admirable begin- 
ning for making provision for feeble-minded children, who can profit 
much less from book education than is commonly assmned. For 
them motor training is the only effective education; it is the most 
effective means of aAvakening the limited mental cacpacities which 
these unfortunates have. The work of this type should receive 
liberal support, and an effort should be made, by furnishing free 
transportation to those living at a distance, to induce all pupils of 
this type in the town to attend. 

2. COURSES IN THE HIGH SCHOOLS- 
MODERN LANGUAGES. 

The feeling created by the war made the study of German in most 
high schools and in many colleges unpopular and caused a marked 
reduction in the classes. French for the same reason has gained in 
popularity. This change is very marked in the Winchester High 
School. 

French is now taught in the eighth grade and in the high school, 
and a pupil may take a five-year course if he so desires. It is 
taught by the direct method in the eighth grade ; and by a combina- 
tion of the direct, or conversational method, and the indirect, or 
translation method, in the high school, with great predominance of 
the latter. In grade 8, only those pupils are permitted to take it 
who make a high grade in their other studies, which is unquestion- 
ably a wise policy, as explained below. In the high school in cer- 
tain courses either French or German must be taken. 

The teaching of French in grade 8, so far as method is concerned, 
is unquestionably of the right character, and results will clearly show 
this in due time. In the high school neither the method nor the re- 
sults are what they should be. This is not because the teachers are 
not competent, but is due to the fact that college requirements make 
such extensive demands in regard to translation and grammar that 



96 SURVEY OF THE SCHOOLS OF V/INCHESTER, MASS. 

the teachers feel that these demands can not be met by the extensive 
use of the direct method in the early part of the course. College en- 
trance requirements unquestionably vitiate much of the teaching in 
eastern high schools in such departments as modern languages, Eng- 
lish, mathematics, and to some extent in science. This is much less 
true of high schools of the West. 

High-school teachers, however, yield to college domination, so far 
as method of teaching their subject is concerned, far more than is 
necessary if they adapt their methods to these requirements through- 
out the entire course. They can greatly minimize their evil effects 
by teaching their subjects as they should be taught, regardless of 
college requirements. 

The high school should not be looked upon primarily as a college 
preparatory institution; rather the college should accept pupils of 
requisite school experience where they find them in point of train- 
ing. The methods of instruction employed by high-school teachers, 
as well as the content of high-school studies, should not, therefore, 
necessarily be determined by college requirements. Nevertheless, it 
doubtless would be desirable to reserve a brief period toward the end 
of a course in a language which shall be given over partly to a review 
of the grammar of the language and intensive drill on the construc- 
tions. Such brief review and drill ought to enable pupils to meet 
college entrance requirements without vitiating the work of the en- 
tire teaching period. 

It ought to be added that the teaching of French in the high school 
is as good as the teaching of this subject in all except the best high 
schools ; and the change required is that from the indirect, or trans- 
lation method, to the direct in the earlier years of the course. 

The following brief general suggestions may be helpful in mak- 
ing the desirable change: 

MOTIVE. 

The educational value of a modern language lies not in the dis- 
cipline, or mental culture, acquired through the process of learning 
it, as is commonly assumed. This probably has some value, but is 
not sufficient to justify the time required. Its real educational value 
lies in the use made of the language in life after it has been acquired, 
either in the yvny of reading or business. 

In addition, then, to those who wish to study a given language for 
its literary value, only those should be encouraged to study French 
or German who may need one or the other for scientific purposes, 
while the study of Spanish should be advocated only for the few 
who may need it in business. 

In the eighth grade, where the question of entering a higher insti- 
tution of learning can not be definitely decided, all pupils who make 



THE COUKSES OF STUDY. 97 

a high grade in their other studies should be allowed to t^ke one 
modern language. This, as above stated, is now the policy in the 
schools and is the correct one to follow. 



The direct method is so named because it avoids translation at 
first and makes a direct association between the learner's ideas and 
the foreign vocabulary, while the method by translation makes an 
association between the foreign vocabulary and the learner's native 
vocabulary, and therefore an indirect association with his ideas. 
With the latter method the jDupil never learns to think in the foreign 
language, never can speak it fluently, must mentally translate it in 
reading, and hence never can read it raj)idly and with ease. 

The direct method is also sometimes called the " natural method," 
because it is the method by which children learn their vernacular. 
But, as frequently used, the direct method is not wholly a natural 
method. A few comments on this point will make it clear. 

1. Little children hear the vernacular spoken to them a year or 
more before they try to speak it. They understand what is said to 
them before they can say a word. They learn to think in their 
mother tongue by hearing it spoken ; then speaking it later becomes 
easy. Cases are on record where children did not speak until they 
were 4 or 5 years old, and spoke complete sentences the first time 
they tried. 

Applying these facts to the direct method, the suggestion is made 
that the teacher speak the foreign language in class for a long time 
and let the pupils answer in English until they have learned some- 
what to think in the foreign language. This also makes for correct 
pronunciation, as pronunciation turns on correct hearing. 

2. Children in learning their vernacular become fluent before they 
become grammatical and before their pronunciation becomes correct. 
In school we demand grammatical correctness and fairly correct 
pronunciation from the beginning, and seldom get fluency. We have 
not the courage to let mistakes pass uncorrected. 

3. We often make the mistake in high schools, when reading texts 
in the foreign language, of not giving pupils a great deal of easy 
reading matter, written in the vocabulary and idioms of everyday 
life, and rushing them too early into literature, even into poetry, 
which is not the language in which even educated natives habitually 
think and speak. 

After the direct association between thought and the foreign 

vocabulary has been made an habitual process, translation will not 

change it ; later in the course translation has its place. In grammar 

only such parts should be taught as actually help the pupil in learn- 

25016°— 21 7 



98 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

ing to speak and understand the language, and they should be taught 
only wlien needed. Grammar should be treated as a means and not 
as an end. 

With these modifications, the direct method now used in the eighth 
grade should be extended through the high school. There is no rea- 
son why children who have studied a modern language for four or 
five years should not speak it fluently, as in fact they do in foreign 
countries in secondary schools. 

SCIENCE TEACHING. 

It was the custom until recent years even in the best high schools 
to teach the natural sciences as pure sciences, using the laboratory 
m.ethod. The teacher described the experiment to be made by the 
class; the class performed it according to directions; by the quiz 
method they were led to formulate the generalization ; then they 
copied it into a notebook. That was the end of it. Occasionally one 
or two a])plications were suggested. In physics, especially, texts 
degenerated into mere laboratory manuals giving directions for per- 
forming specific experiments. College requirements were expressed 
in terms of experiments, the number and kind of experiments being 
quite definitely prescribed. The old " Harvard physics," of 20 years 
ago, was the most widely known example. The result was that the 
sciences were comparatively unpopular in high schools, and the per 
cent of pupils who elected them derlined during a series of years. 

This has all been changed in recent j^ears in the best high schools. 
While mature students in college and university are interested in the 
abstract truths of the sciences, immature pupils in elementary and 
high schools are not. Their interest lies in the applications of these 
truths to concrete situations and phenomena. Hence the trend is to 
teach applied science in elementary and secondary cchools, and leave 
pure science mainly for the college and university. For immature 
students the explanation of situations and phenomena is the motive 
for knowing. 

The manipulation of apparatus and the making of an experi- 
ment under specific detailed directions, and then formulating a gen- 
eralization with the help of the teacher, was not only uninteresting 
to pupils, but it also required little thinking; and the teaching of the 
sciences was a dis'tinct disappointment as a means of training in 
thinking. 

On the contrary, applied science begins with the observation of 
the situation or phenomenon to be explained, analyzes it, formulates 
a tentative explanation or hypothesis, then takes this hypothesis into 
the laboratory and tests it under conditions which can be controlled ; 
and finally, if found true, applies it to numerous similar situations 
or phenomena. This requires a maximum of analysis and thought. 



THE COURSES OF STUDY. 99 

The motive for the experiment is found out of doors, and the final 
explanation is again carried into the outside world; the laboratory 
experiment is simply an indoor stage between two outdoor stages of 
the process. In short, the aim of the process is to interpret to the 
j)iipil the physical world about him. There is more educational 
value in formulating one generalization in this way and making 50 
applications of it than in formulating 50 generalizations and making 
no applications or only one of each. Each new application is an 
additional proof of the truth of the generalization, and, what is more 
significant, it is also a new interpretation of its meaning and scope. 
This has come to be known as the " project method," a term borrowed 
from the manual training school in which it was first used. It is 
essentially like the " case method " in law schools. 

As. situations and phenomena are to the pupil the motive for study, 
and as few situations and phenomena which interest him find their 
whole explanation in a.nj one science, the elements of most or all of 
the natural sciences must be included in an introductory course in 
science. This has given us what is known, for want of a better name, 
as " general science." Such general science is followed ' in high 
schools by an individual treatment, properly coordinated, of the 
different sciences, to be taught as applied sciences, in which the formu- 
lation of generalizations is effected with no less care for accuracy 
than was insisted upon in the teaching of pure science years ago. In 
brief, science teaching for the young should begin with applied science 
and gradually merge into pure science. This order is the reverse 
of the order followed in the past. 

MATHEMATICS. 

In a similar way the teaching of mathematics has been changed 
in the 'best high schools. In arithmetic thought processes are de- 
veloped from the concrete, followed by training in the abstract, as 
already explained. This is the only way to secure intelligent 
thought. 

In algebra, graphs and other concrete illustrations are f reel}^ used ; 
and in the best teaching applications are made to technical and com- 
mercial problems which appeal to the pupil and which make the 
truths of algebra significant and vital. 

In geometry an introductory course should be given in experi- 
mental, or " inventional," or " concrete " geometry before abstract 
definitions and abstract demonstrations are attempted. Under the 
best teaching the text gives onl}^ the propositions to 'be demonstrated, 
with such hints as the pupil may need ; and all the work is " original," 
as this term is commonly used in this connection. Geometery is ap- 
plied to problems presented by the outside world and in this way, 
like the natural sciences, is made vital to the pupil. 



100 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

In short, mathematics should be taught in elementary schools and 
in high schools as applied science. The order is from the concrete 
to the abstract, from applied to pure mathematics, not the reverse. 
In this respect the teaching of mathematics in the Winchester schools 
can be strengthened. 



Greek has been eliminated from all high schools in the West and 
from most high schools in the East, and may be disregarded in this 
discussion. Latin is everywhere on the defensive ; and while it may 
be permanently retained, it will be elected by fewer pupils than is 
the case now. This is not the place for a discussion of the merits of 
the arguments for and against it. 

But it is practical to suggest that many pupils in high schools gen- 
erally who now elect it should not do so. If a pupil has a special 
taste and talent for it, and consequently can make rapid progress in 
it, he can no dou-bt get a great deal of good from it. But if he needs 
an entire year, with a daily lesson, to acquire the ability to read 
Caesar's Commentaries, he could far more profitably pursue some 
other study, of a more practical nature, for which he may have talent. 
In general a pupil who during his first year of the study of Latin 
has not shown an aptitude for it should not be allowed to go on with 
the study. Under a system of semiannual promotions, elsewhere 
recommended, classes in other subjects which such pupils could enter 
could easily be made to begin in the middle of the year. 

While a modern language should be begun early and by the direct 
method, as already explained, Latin, taught by means of translation 
and grammar, should be begun late, when the mind is mature enough 
readily to grasp the principles of grammar. Experience has abund- 
antly proved the correctness of this statement. Three years of Latin, 
with a reduction of the amount required by the colleges, would per- 
mit the study to be begun the second year of the high school instead 
of the first. One of our leading eastern colleges has recently made 
this change and others must follow. 

In the best teaching of Latin to-day great emphasis is laid on its 
bearing on English etymology, and the subject is further vitalized 
by means of illustrations from Roman life, Eoman history, and 
Roman thought. 

CLASSICS IN TRANSLATIONS. 

While it is no longer practical to require a study of the classical 
languages as a part of general education at this day when there is so 
much science that must be known by every educated person, the 
proper substitute for the classical languages is not the modern lan- 
guages but classical literature in translations. The high schools by 



I 



THE COUESES OF STUDY. 101 

largely dropping the classical languages have brought about only 
one-half of the reform. The other is the introduction of the classics 
in translations — much of the Iliad and the Odyssey; Plato's Apology, 
Crito, and Phaedo; several of the plays of each of the three great 
Greek dramatists; and much of Virgil's ^neid should be read in 
every high school, partly in class and partly out of class. This 
would give pupils a far better insight into classical life, thought, and 
civilization than the present study of the classical languages. 

ATTITUDE OF PUPILS TOWARD SCHOOL. 

In the high school, and to a less extent in some of the elementary 
schools in Winchester, the attitude of pupils toward their school 
work is not all that could be desired. They do not take their work 
seriously enough, and in the high school many who could do much 
better are satisfied with a mere passing mark. The idea of what is 
called a " gentleman's grade " in college seems to have crept into the 
high school. The pupils here referred to come more frequently. from 
cultivated homes. It ought to be stated that this evil is not an un- 
usual one in suburban communities wdiere there is a large number of 
pupils from prosperous homes. It is a besetting evil in many pri- 
vate schools as well, often bitterly complained of by teachers in these 
schools in private. 

For this condition the responsibility rests partly upon the teachers 
and partly upon the parents. Many of the pupils have too many 
distracting social privileges outside of school, and are not sufficiently 
controlled in their life habits and their habits of study in the home. 
Without the hearty support of the parents, the teachers can not 
change this condition. It is, taken all in all, the weakest single spot 
in the high school, and it is for the parents to wake up and take the 
matter seriously in hand. 

In general, it may be said in regard to all the schools that criticism 
of them and of the teachers should not be made in the home in the 
presence of the children, and yet this is common in most communi- 
ties. It is almost as unfair and as harmful to children for parents 
to undermine their children's respect for their teacher as it would 
be for the teacher to undermine the children's respect for their 
parents. Criticisms of schools are entirely in place. They bring 
about improvement when intelligent and just. But they should not 
be made to or in the presence of the children. 

SUPERVISION. 

While the teaching corps, taken as a whole, is efficient, and every- 
where there is evidence of a fine professional spirit, there is great 
need of more effective supervision of the instruction than the super- 



102 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

intendent, with his other administrative duties, has time to give. 
The administrative problems are well handled by him. His reports 
for 1918 and 1919 are admirable; they deal intelligently with vital 
current problems and show that he keeps in close touch Avith the 
educational thought of the day and with the latest developments in 
methods of administration, such as intelligence tests to determine 
the native ability of children as a basis for classification and effi- 
ciency tests to ascertain the efficiency of the instruction. But such 
testing of efficiency is mainly negative in character. Its purpose is 
to discover the Aveak and the strong features of the instruction. 
What is greatly needed in addition is a supervisor whose aim is to 
guide and aid the teachers in making their teaching more effective. 
There should be appointed a supervisor who will spend all her time 
in the schools, helping teachers by suggesting better methods and 
devices and teaching model lessons to illustrate her suggestions. 
Such sui^ervisors should hold frequent meetings of teachers, after 
school hours, to discuss with them in a most practical way their vital 
problems. Occasional meetings of all the teachers of the elementary 
schools should be held for the discussion of problems common to all 
and for the discussion of general principles of education. These 
should be folloAved by frequent joint meetings, not less than one a 
week, of several grades whose problems are similar or closely related. 

These meetings should rarely be given up to a discussion of petty 
details of discipline or to a miscellaneous expression of opinion, but 
should be devoted to a systematic treatment by the supervisor of the 
methods of teaching each subject in the curriculum and the psycho- 
logical principles underlying them. Each subject of the curriculum 
should be treated in a series of systematic, consecutiA-e meetings of 
this kind, very much as it would be treated in a practical university 
course. Such training of teachers in the service should simply be a 
continuation of the professional training begun — but only begun — 
in our best normal schools. 

It is a mistake to assume that the theoretical training of teachers 
is completed in a good normal school, and that all the young grad- 
uate needs is practice and experience. The fact is that students in 
normal schools are too immature and their academic training is too 
limited for them to grasp the philosophical basis of the general educa- 
tional problems or the psychological basis of methods of teaching. 

University extension courses are meeting in part the need for this 
advanced training, but only in part. They can not meet it ade- 
quately because they come too infrequently and are not followed by 
the instructor in the schools to aid teachers in practically applying 
the instruction. Furthermore, teachers are entitled to receive with- 
out cost to them.selves much of this instruction to which they 
contribute their time. 



THE COUKSES OF STUDY. 103 

The teachers' meeting of the nature described is the most effective 
single means of building up a system of schools, and without it the 
finest professional spirit and the most efficient teaching can not be 
developed. Instruction can not be effectively supervised and di- 
rected from a central office by printed directions. There is need of 
the personal contact on the part of the supervisor with the teachers, 
both in the teachers' meeting and in the schools. 

Such supervisor for the elementary schools in Winchester should be 
a woman of broad academic and professional training and of con- 
siderable experience in teaching in the elementary schools. Men 
seldom have this experience. She should have, besides, the personal 
and social qualities of leadershij) which the successful direction of a 
corps of teachers requires. She should have charge, under the super- 
intendent, of all the instruction in the elementary schools, including 
penmanship and practical arts, except that in drawing and music, 
for which special supervisors are required. 



The supervision in music is in general efficiently done, except that 
more emphasis should be laid on voice quality in all the grades. The 
reading of music in the grades above the primary is well taught, 
but the voice quality in all grades is not as good as it should be. In 
the primary grades the chief aim should not be to train children 
as early as possible to read music, but to love and enjoy it. To ac- 
complish this, emphasis should be placed on tone quality and on the 
singing of beautiful simple songs learned by rote. Music is art, and 
the chief function of art is to be enjoyed. While the more advanced 
study of all art requires the master}^ of technique, which is not 
necessarily enjoyable, in the art education of children, technical 
training should not be prematureh'^ emphasized so as to make the 
study a task and rob it of its enjoyment. There is altogether too 
much emphasis on technical work in the primary grades of the 
Winchester schools. 

DRAWING. 

The drawing in the elementar}?^ schools is taught by art students 
from the normal art school of Boston, and is supervised by a repre- 
sentative of the faculty of that school. While this representative 
is highly competent, she is unable to give enough time to this super- 
vision to make it effective, and she strongly urges the appointment 
of a special supervisor who will give his entire time to it. The in- 
struction in this subject, given as it is exclusively by inexperienced 
but well-trained students, is not satisfactory. There should be ap- 
pointed a special supervisor who, as stated, will give all his time to 



104 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

the work. If this should be deemed for any reason not feasible or 
possible, then a supervisor should be appointed who will give three 
days a week to this work and two days to like work in some near-by 
town, as the supervisor of music is now doing. Such supervisor 
should hold teachers' meetings, and should teach the lesson in the 
schools on at least two visits out of four. Between his visits the 
lessons should be taught by the regular grade teacher and by the 
students from the normal art school. With such supervision these 
students would do more efficient teaching and would profit more by 
their experience. They should be required to attend all teachers' 
meetings on drawing. 

3. SUPERVISION AND ORGANIZATION IN THE ELEMENTARY 
GRADES. 

To summarize, the pressing need. of close supervision by a skillful 
supervisor of the elementary schools is strikingly evident from the 
unsatisfactory condition of the penmanship at this time. Some of 
the teachers feel helpless and discouraged because they are not get- 
ting results satisfactory to themselves ; virtually all feel the need of 
competent assistance. It is further evident from the absence in the 
lower grades of the hand craft, or manual training, which is to-day 
found in progressive schools. To organize and direct this line of 
work, expert supervision is needed. The general supervisor of the 
elementary grades will be able to direct both these lines of work. 

The teachers of Winchester, while differing widely in degree of 
native ability and of efficiency, as any teaching corps will, are well 
trained. They are all graduates of good normal schools or of 
colleges. While there is much good and some admirable teaching 
done in the elementary schools, the efficiency of the corps as a whole 
can be very considerably increased by a competent supervisor. 
Effective supervision is probably the most economical part of any 
school system. 

There is at present considerable complaint by teachers in certain 
places of " oversupervision." This complaint usually comes from 
the large cities, where the machinery of administration is more com- 
plex than in smaller communities. The cause and significance of 
this complaint must not be misunderstood. It is not the supervision 
here recommended of which teachers complain. They would heart- 
ily welcome it. They object to the so-called supervision found in 
many of our large cities which consists not in systematic visiting of 
schools and helping teachers to do their work in more skillful and 
effective ways, but which consists in issuing printed directions and 
orders, in requiring multitudes of statistics which, without clerical 
help, it is laborious work to collect, and which seem to the teachers 



THE COURSES OF STUDY. 105 

and often are in fact not worth the labor when collected. They 
object to a supervision which is rigidly prescriptive and robs them 
of the freedom of using their own judgment. They object to being 
made simply a part of a huge machine. 

Teaching under such conditions becomes as deadening as work in 
a shoe factory or a cotton mill, and teachers feel that these condi- 
tions are the more intolerable because they realize that thej have a 
moral responsibility which they can not dis<?harge. 

Teachers further object to being pushed and driven by special 
supervisors of such subjects as drawing, music, etc., who know only 
their own subjects and clo not know the rest of the program which 
teachers are held responsible to carry out. 

A general supervisor of the type here recommended would be in a 
position t« coordinate the various lines of work and prevent undue 
pressure by specialists for their own specialty. It ought to be added 
that there is no evidence at present that such pressure exists in the 
Winchester schools. In drawing, as already noted, the supervision 
is inadequate, and more time should be given to the subject. 

Aside from dealing with the administrative and the financial prob- 
lems of the schools, the superintendent should spend much time in 
the schools to discover the strong and the weak spots in the -teaching. 
A very essential part of his work should be to study new phases of 
elementary and secondary school work in different parts of the 
country ; to keep informed of the important educational experiments 
that are being made in progressive communities and in private ex- 
perimental schools. He ought to be the channel through which new 
ideas are brought to the teachers in the schools and to the commu- 
nity at large. 

From time to time he ought to hold teachers' meetings at which 
he can present new .points of view, and at which teachers can find an 
opportunity to express their own views. Not the least of his func- 
tions is that of interpreting the work of the schools to the commu- 
nity, arousing public interest in them, and securing hearty public 
support. 

In short, his function is that of leadership in educational matters 
in the community of such sort as will secure the hearty cooperation 
of teachers and citizens in the work of the schools, rather than in 
dealino- with minute details. 



Chapter V- 
THE WINCHESTER HIGH SCHOOL. 



CoNTBNTS. — 1. The pupils; effect of college entrance requiremetits ; enrollment by cur- 
riculums ; the most attractive curriculum ; human and social aspects ; success in preparing 
pupils for college. 2. The curriculums ; basis for reorganized curriculums ; college pre- 
paratory curriculum ; commercial curriculum ; home-economics curriculum ; industrial 
curriculum. 3. The teachers and their work ; traiuing of ; experience of ; teaching load ; 
duties of part-time teachers ; size of classes ; promotions, failures, and eliminations ; mean- 
ing of teachers' marks ; comments on teaching ; errors of teaching technique ; good things 
observed.' 4. Organization, administration, and supervision ; the administrative person- 
nel ; misuse of school telephone; principal's office hour; supervision of •instruction ; 
directed study ; pupil self-government ; socialized recitations ; educational and vocational 
guidance. 5. Building and equipment. 6. Conclusions and recommendations. 



1. THE PUPILS. 

The enrollment of the high school in March, 1920, was 311, and 
that of the elementary schools was 1,335. The total for all schools 
was 1,646. The high-school enrollment was 18.9 per cent of the 
total. This percentage is an index of the high school's holding 
power. It means roughly that, out of every 100 pupils enrolled in 
all the public schools of Winchester, 19 are enrolled in the high 
school. In order to know how good this percentage is it must be 
compared with a similarly derived index from other schools in 
essentially similar town.?. These are not available for the present 
year; but similar percentages for several Massachusetts towns with 
which Winchester is comparable have been calculated from reports 
made to the United States Bureau of Education for the year 1917-18, 
and are shown in the following table: 

Relative IwJdimi /Mjirrr of Winchester High School. 







Per cent 








of all 








public- 








school 


Rank 




Towns. 


pupils , according 
who are ' to per- 






enroUed 


centage. 






in the 








lugh 








school. 




Welleslpy 


17.6 
17.5 
15.4 
14.4 
12.6 
12.2 


1 


WINCHESTEli 


2 




3 


Brooklino . 


4 


Miiford 






G 







106 



THE WIlSrCHESTEK HIGH SCHOOL. 107 

For these six towns, then, Wellesley stands first in holding power, 
^vith an index of IT.6, while Winchester is a very close second with 
un index of 17.5. For the entire State of Massachusetts in the jear 
1916, the latest date for which figures are available, the ratio of 
pupils enrolled in high schools, both j)ublic and private, to those 
enrolled in all grades of both public and private schools, incliuling 
colleges, was 12.89 per cent. With reference to this ratio, California 
ranked first among all the States (14.55 per cent) and Massachubetts 
was second among all the States.^ 

•The fact that the Winchester High Scliool, as to holding power, is 
tliiis seen to rank high among the best towns of approximately the 
same population as that of Winchester, and this in a State that ranks 
second among all the States as to the proportion of all its school 
youth who are enrolled in high schools and colleges, should afford 
the people of the town some degree of satisfaction. Tjie people should 
remember, however, that when only 18 in 100 are in the high school, 
instead of nearly 33 (which would be the approximate normal jjer- 
centage if all came through), there is a large loss all along the line. 
Efforts should always be made to get into the high school and keep 
there as nearly as possible all boys and girls of high-school age. Indi- 
vidual development and culture, the duties and responsibilities of 
( itizenship, and the necessitj^ of making a living and contributing to 
the Comm.onwealth — all alike demand universal high-school educa- 
tion. One of the most effective ways of doing this is to provide a pro- 
[ji'am of studies which is rich in courses that appeal to the varied 
interests and meet the various needs of adolescent bo^^'s and girls. 
Ihis phase of the school problem is discussed in another section of 
this report. 

HOW DO COLLEGE ENTRANCE REQUIREMENTS AFEECT THE SCHOOL ? 

In common with most New England high schools and witli many 
outside of New England, this school spends a larger proportion of its 
effort on college preparation than is justified. If ail who entered 
the college preparatory curriculum came through successfully and 
entered college the disproportionate emphasis on college preparatory 
work could be successfully defended. The facts, however, do not jus- 
tify such emphasis. The tables following show what small fractions of 
the pupils remain to graduate from the college preparatory courses, 
and how few of these graduates actually enter college. Sixteen out 
of fifty seniors are in the college pre^^aratory courses. These repre- 
sent a selection of 16 out of 151 pupils who started in as ninth graders 
four years before, or 10.6 per cent. Not more than one pupil in eight 

1 Rep. of the U. S. Commis. of Educ, 1917, Table 2, p. 23. 



108 SURVEY OF THE SCHOOLS OF AVIXCHESTER, MASS. 

or nine comes through the school prepared for college, and not all of 
these actually enter college. Does not this fact suggest that greater 
joroportional effort should be made to meet the needs of the seven out 
of eight who will never go to college ? 

For the overemphasis given to college preparatory work, the col- 
leges which dominate the high-school situation in New England 
tlirough their entrance recjuirements are largely responsible. For 
years the officials who administer these requirements have shaped 
them according to the demands of convenience in administration 
from the standpoint of the college official. In every community, on 
the other hand, are a few people who are much more interested in 
obtaining from the school free preparation of their children for 
certain colleges than they are in having the school function largely 
for the welfare of all the children of high school age in the com- 
munity. The high schools are intended to be democratic institu- 
tions. They do not exist solely for the purpose of enabling a few 
boys and girls each year to get into college. Rather they exist for 
the training, in the things that are fundamental to good citizenship, 
of all the youth in the community who are approaching maturity 
and who cnn profit by wliat the high schools can offer. 

On the one hand high-school officials and high-school teachers feel 
the pressure from college recjuirements, and not without reason, for 
in Xew England a school suffers serious loss of prestige if any of its 
pupils fail to pass entrance examinations, or to " make good " in col- 
lege if they succeed in gaining entrance. On the other hand a few 
parents whose children do not succeed in college entrance examina- 
tions or in the pursuit of studies in college may unthinkingly and 
unjustly charge their children's failures against the teachers when 
the fault really lies with the cliildren, or with themselves, because 
they have not trained the children to obedience and industry. 

Two or three such parents can do more to destroy public confidence 
in a high school than 50 satisfied parents will do to establish and 
maintain it. Fear on the part of the teaching staff of this kind of 
criticism at home is another factor that helps the colleges to domi- 
nate detrimentally the high schools and their curriculum. 

The rapid dwindling of the classes due to leaving school is 
strikingly shown by the next table, which also shows for the classes 
that graduated in 1918 and 1919 how very few of the pupils actually 
entered colleire. 



THE WiyCHESTEE HIGH SCHOOL. 



109 



Diminishing membership of high-school classes as they progress through the 

grades.^ 



Class eniering in 
Sepi ember. 


Ninth 
grade. 


■mjth 

grade. 


Elevena 
grade. 


TweUti 
grade. 


"Kftli 
yeax." 


Gradu- 
ated. 


Entered 
ecdlege. 


Grad- 

Taatins 

inJnna 


1914 


145 
163 
151 

13S 


127 
110 
100 
81 

TO 


91 

87 
67 
59 


40 
54 
50 




8 

1 


48 

58 


7 
15 


191S 


1915 


1919 


1916 


1920 


1917 






1921 


191 S 


107 
124 








looo 


1S19 




. ■ i ': 






1923 


i 1 1 









1 Compiled from reports of tlie superintendent of schools. 

The falling off of the ninth grade enrollments during the past 
thi'ee years, as seen in the second rertical colt! T un , may be attributed 
partly to the fact that when the ninth elementary grade was dis- 
continued j)upils from both the eighth and ninth grades were pro- 
moted to high school ; so the ninth grade high-school enrollment was 
larger then than usual. 

The following table shows the numbers of boys and girls who are 
pursuing each of the five curriculums. distributed by grades : 

Enrollment of high school Tjy curriculums, grades, and sexes, Sepfemljer, 1919. 



Curriculums. 


Xinth 
grade. 


Tenth 
grade. 


Ele-renth 
grade. 


Twelfth 
grade. 


All grades. 


Post- 
graduate. 




s 


1 


n 




ir* 


1 


s 


1 
o 


1 


1 


1 


i 


S 


•3 
1 




o 


5 


College 


19 
10 
16 
6 


21 
1 
29 
16 
6 


40 
11 
45 
22 
6 


8 
8 

7 
6 


10 

5 


IS 
8 
24 
15 
5 


.\^^ 


15 
4 
15 
19 

6 


6 
4 
3 
3 


6 

'ii' 

14 
3 


12 
4 
14 
17 
3 


37 
27 

29 
20 




51 
1 

54 
20 


88 
28 
98 
74 
20 


.... 


3 


3 




4 
3 
5 


.... 

12 
14 
6 


1 










1 


1 
















All euiTiculums 


51 


73 


124 


29 


41 , 


70 


u 


43 


59 


16 


34 


50 JU3 


195^ 


308 


1 


4 


5 



The most striking fact brought out by this table is the falling off 
in enrollment, in each curriculum excepting the " general," as we 
glance from left to right through the ascendi5ig scale of the grades. 
This is a condition which exists in nearly all schools, but it is much 
worse in some than in others. It is especially marked, in general as 
it is in Winchester, in passing from the ninth grade to the tenth. 
It may be due to one or all of three causes : 

{a) Increase in the number of pupils received into a given grade 
from lower grades or from outside the system. 

(&) ''Piling up" in a given grade or retarded pupils, those who 
failed of promotion to the next higher grade, but who remain as 
" repeaters.*' 

(c) Elimination of pupils who drop out of school before entering 
the next higher grade. 



110 



SUKVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



All three causes are operative in all grades in most schools, but 
usually with diminishing effects through the ascending grades. In 
Winchester, however, the first cause has not been operative during 
the past four years, as may be seen hj reference to the preceding table. 
^YQ must therefore attribute the falling off in enrollment to retarda- 
tion by failures and to eliminations from school. 

The first horizontal line of this table should be read as follows: 
The college preparatory curriculum enrolls 37.3 per cent of all the 
ninth grade boys, 28.8 per cent of all the ninth grade girls, and 32.2 
j5er cent of all ninth grade pupils of both sexes. Also in this cur- 
riculum, the number of senior boys is 31.5 per cent of the number of 
ninth grade boys, the number of senior girls is 28.6 per cent of the 
number of ninth grade girls, and the number of both boys and girls 
in the senior class is 30 per cent of the number of both boys and girls 
in the ninth grade. The other four horizontal lines show similarly 
the corresponding ratios for each of the other curriculums. Since 
the ninth grade enrollment has changed but little in the past four 
years this ratio of seniors to ninth graders tells us approximately 
how Avell the different groups hold to their curriculum till the finish. 
The "general" curriculum appears to make the best showing; but 
reference to the following table shows that this is due to accessions 
of girls in the two upper ^^ears. The practice is followed to some 
extent of changing from the college preparatory or the commercial 
curriculum to the general. Avhen unsuccessful in the required subjects 
of the former curriculums. In this there is danger that the general 
curriculum may become a recognized dumping ground for weak 
pupils in.stead of a well -planned course of training framed according 
to an intelligent educational policy and affording special lines of 
opportunity for pupils with various types of specialized interests 
and needs. 

Proportion of hoys and prnpoi-fion. of pirls enrolled in each cnrriculvm in the 
ninth grade, and percentage ratio of seniors to ninth graders in each cur- 
riculum. • 





Percentage of each sex 
enrolled. 


Ratio of seniors to 
ninth grade. 


Curriculums. 


"oys. 


Oirls. 


Total 
boys 
and 
girls. 


Boys. 


Cxirls. 


Total 
boys 
and 
girls. 




37.3 
19. C 
31.4 
11.8 


28.8 
1.4 
40.2 
21.9 

8.2 


32.2 
8.9 
36.3 
17.8 

4.8 


31.5 
40.0 
18.7 
50.0 




28.6 
0.0 
38.0 
87.5 
.50.0 




Technical preparatory 


36.7 


Commercial . 


31.2 


General . . 


77. <! 


Household arts 


50 











TKE WliTCHESTER HIGH SCHOOL. Ill 

WHICH CUERICULUM ATTEACTS THE MOST PUF3LS? 

The two preceding tables show that the college and technical 
preparatory ciirriculiims appeal most strongly to the boys, attract- 
ing 57 per cent of them, while these curriculums attract only 30 per 
cent of the girls. It also shows that the commercial cnrriciilum, 
which is specially planned to turn out stenographers and bookkeep- 
ers, appeals most strongly to the girls, attracting to itself 40 per cent 
of the girls and 31 per cent of the boys. It also indicates (last three 
columns) that from one-half to two-thirds of the pupils drop out of 
each curriculum before reaching the senior class, and that while a 
few of these latter continue school work in the," general " curriculum, 
most of them leave school. The technical curriculum holds the boys 
best, or else it selects the most persistent; and the commercial does 
the same for the girls. 

In connection with the college preparatory curriculums, it should 
be noted that the scope and character of the curricukmi is probably 
not the primary factor inducing the students to pursue it. The 
primary reason why they choose it is that the colleges to which the}'' 
intend to apply require them to be " prepred " in certain studies and 
by certain traditional methods ; and they must take these courses in 
order to get this preparation whether the curriculum suits their 
native abilities and interests or not. Tlie kind of education which 
these pupils must select, therefore, is not determined by a plan and 
policy of secondary education developed democratically within the 
school and community. It is determined mainly by authority ema- 
nating from the colleges, and this authority, whether so intended by 
them or not, is autocratic. Subservience to this authority by parents 
who are willing to submit their children to the arbitrary entrance 
conditions of certain favored colleges, rather than sending them to 
others whose vievv^s of secondary education admit of a broader and 
more liberal type of preparation, tends to increase the pressure of 
these autocratic requirements on the school. 

This school is probably typical of many others in New England 
in that it is forced by external pressure to be more subservient to 
traditional college requirements than is consistent with the develop- 
ment of a real policy of its own in secondary education. 

It would be well for secondary education in New England if the 
leaders in high-school education and the professors of education in 
these colleges would get together and outline a policy as to en- 
trance requirements for these institutions which would allow the 
high schools larger liberty of internal development for the benefit 
of all their pupils; It would be healthier for both colleges and high 
schools if college educators would look bej^ond the entrance machinery 
set up for mere administrative convenience and would begin to 



112 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

interest themselves more in the broader aims and purposes of sec- 
ondary education and the best means of realizing these aims. 

Finally, in Winchester only 7 pupils out of 145 who entered high 
school in 1914 entered college in 1918, and only 15 out of 163 who 
entered high school in 1915 entered college in 1919. If, as is quite 
probable, this condition is typical of high schools in New England 
towns and small cities, it would be quite worthy of the abilities of 
the best New England college professors and schoolmen to consider 
what the ether 138 entrants of 1914 and the other 148 entrants of 
1915 were getting out of the high school that was worth while to 
them. Either the college preparatory curriculum should dominate 
the high school to a miich smaller extent, or else it should be per- 
mitted to be reconstructed so that it would have more intrinsic value 
and greater holding power for the 90 to 95 per cent of pupils who 
start on it but never reach the college doors. 

WHAT OF THE PUPILS FROM THE HUMAN AND SOCIAL STANDPOINT? 

Turning from p-upil statistics to the young people themselves, we 
find here in the Winchester high school a body of healthy and normal 
boys and girls rather more homogeneous, and apparently with a 
somewhat higher average of intelligence and initiative, than student 
bodies in many cities of the size of Winchester the country over. In 
general we find their attitude toward their work and their teachers 
to be good, and their outlook on life to be sound and sensible. Their 
general information seems to be well up to the average or better, 
and their preparation for their lessons averaged well. Their suc- 
cess in the tests that were given was good, their median scores being 
above the tentative standards corresponding to the tests. Their in- 
terest in problems and thought questions was particularly notice- 
able; and when given a chance in discussion they entered into it 
with zest and enthusiasm. It was always easy to appeal successfully 
to their idealism and to secure their cooperation. This was particu- 
larly noticeable in administering the tests. Altogether they seemed 
to us a body^ of youth who presented a strong appeal and challenge 
to the best efforts of their teachers. 

Opinions have reached the commission to the effect that the morale 
of the high-school pupils has not been what it should be, and that the 
spirit of school patriotism which is so important for the success of 
every school as a socializing institution has been somewhat lacking. 
However this may have been in the past, there is no convincing evidence 
now that the students are deserving of such criticism. We have seen 
schools where the morale is distinctly higher than if seems to be here, 
and where the school spirit is evidently more coherent and enthusi- 
astic. We believe that both morale and school patriotism can be im- 



THE WINCHESTER HIGH SCHOOL. 113 

proved and placed on a higher plane through the execution of an 
adminstrative policy consciously shaped toward this end. We be- 
lieve that such a policy should be determined on and carried out, yet 
we think that the patrons of the school should be assured that the 
present morale of the student body in the high school is in no way 
seriously defective. However, it can and should be improved, and the 
public can materially assist in this improvement by refusing to re- 
peat unverified items of criticism. 

Nothing could be more influential in building up a fine morale 
among the pupils than a neighborly, cooperative attitude on the part 
of the parents toward the principal and teachers of the school. 
Parents should never criticize or belittle teachers in the presence of 
their children. Such a practice is all too common in families every- 
where, and it undermines the pupils' pride in their schools and de- 
stroys their respect for their teachers. Parents should become 
acquainted with the teachers of their children and cooperate with 
them on a basis of mutual understanding and united endeavor for the 
good of their own children and the upbuilding of the school. With 
such cooperation all incidents or practices which seem to the parent 
to be open to criticism can be candidly discussed and equitably ad- 
justed. The members of the survey commission can say without hesi- 
tation or reservations that the members of the high-school faculty are 
ladies and gentlemen of character, culture, and refinement, with whom 
anyone may be proud to associate and to whose care he may commit 
his children with entire confidence. 

IS THE SCHOOL SUCCESSFUL IN PREPARING PUPILS FOR COLLEGE WORK? 

Many of the comments unfavorable to the high school which are 
reported to have passed current in the community carry the idea 
that the students either fail in getting into college or do not attain 
success in college work when they succeed in getting in. 

We have not been able to secure any data bearing on the number 
of applicants failing to get into college, although we have already 
called attention to the fact that the ratio of college entrants to grad- 
uates of the college preparatory curriculums is very small. The fact 
that only a small proportion of the latter do enter college, however, is 
not proof that only that proportion could have got in if they all had 
wanted to go. It more probably indicates that many pupils enroll in 
the college preparatory curriculums for reasons other than a strong 
and persistent desire to go to college. 

Of those who actually apply, however, the number rejected must be 

relatively small, for the school has the certificate privilege with all 

colleges that accept candidates on certificate ; and those colleges which 

do not do so are relatively few. Hence it is not probable that many 

25016°— 21 8 



114 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



pupils who work hard enough to attain graduation from the school 
fail to get into college. 

The second criticism, that the students who enter college do not 
make good, is probably founded on hearsay and rumor rather than 
on fact. If the following figures from the records of the school are 
complete, they are convincing on this point and should silence this 
kind of vague and general criticism against the school. Even if they 
are not complete, they probably constitute a sufficiently large and fair 
sampling so that they may be taken as truly representative of the 
product of the school. From the table it may be seen that while the 
percentage of failures in college of Winchester graduates for the 
4-year period 1911-1914 was 10 per cent of all courses entered, for 
the four years 1915-1918 it ranges from 3.6 per cent down to zero. 



Record of Winchester High School gradvntes in first year of college. 





1911-1914 


11915 


1916 


1917 


'1918 




44 
243 

C.1 

123 

9 

16 

10.3 


6 

30 

6' 


0. 


18 

S6 
23 
61 
2 


7 
34 
10 
23 

1 


7 


Courses taken in college 


28 


Mark^ eauivalent to oredit or fcotter 


14 


Marks equivalent to passing 


12 


Failure in certified subjects 





Failures in subjects not certified 


1 


Ratio of all courses failed to all courses taken per cent. . 


2.3 


2.9 


3.6 



' Incomplete; includes all reports received to date. 

Detail of failures by subjects. 





1911-1914 


1915 


1916 


1917 


1918 


EnRlish. . . . . 


3 

3 
1 
1 
















1 
















1 


Latin... 





Chemistrv . 










Marks received in lOl'J hi/ Winchester high-school graduates attending colleges 
irhich report back to the school. 



Grades. 


Maine. 


Dart- 
mouth. 


Mount 
Holyoke. 


Bos- 
ton. 


Total. 


A. Excellent 




1 

7 
5 






1 


B . Superior or Rood . 




3 

8 


3 
3 


13 




4 

1 


20 






E. Failure or conditional.." 


2 


4 




6 










Total courses 


5 

1 


15 

4 


'1 


6 

1 


41 











The accompanjdng table shows the actual marks for the first 
semester of 1919-20 reported from four colleges for nine pupils 
who entered college in 1919. Out of a total of 40 enrollments in 
various classes 6 marks of failure or condition were received. This 
does not reflect seriously on the quality of work done in the high 



THE WINCHESTER HIGH SCHOOL. 115 

school, since 14 out of the 41 marks, or more than a third, are in 
the two higher grades, either good or excellent, and half of them are 
fair or average. 

Taking all these records into consideration, we judge that the 
rumors that have been current to the effect that the school has not 
prepared its pupils well for college is not proved. That the work 
and methods might be much improved is not to be doubted, yet 
many of the shortcomings of the school with reference to efficient 
teaching are due in no small measure to the restrictions that the 
colleges themselves place on the schools through their domination of 
the content and methods of instruction. Furthermore, the survey 
commission is convinced that recent changes that have been made in 
the organization of personnel and in the administration of the school 
have already resulted in improved teaching in some departments and 
give promise of eventuating in better work in all departments. 

2. THE CURRICULUMS. 

The survey commission recommends that a reorganization of the 
high-school curriculums be undertaken and carried forward as rap- 
idly as the necessary changes can be formulated and fitted to the 
conditions of the school with administrative efiiciency. 

The princijjles on which such reorganization should be based are 
well recognized, and are as follows: 

1. Each pupil should complete at least 15 or 16 units for gradua- 
tion. 

2. These 16 units should include two major sequences each con- 
sisting of three or four consecutive courses in a single subject or in 
closely related subjects. They should also contain two minor 
sequences of two-unit courses each. Furthermore, each pupil should 
be required to complete a minimum of two units of English, two of 
social studies (including American history and civics — or better, 
the problems of democracy — and taken in the eleventh or twelfth 
grade), one unit of mathematics, and one of science. These units 
laaj or may not be included in the major or minor sequences men- 
tioned above. 

The purpose of these specifications is to secure breadth of insight 
into the knowledges that are of greatest social and civic value, and 
at the same time to compel continuity of effort along the lines of 
the pupils' strongest ambitions and best aptitudes. 

3. The subjects from which the major and minor sequences may 
be chosen are English, natural sciences, social studies (history, 
civics, economics, sociology) , commercial studies, manual arts, house- 
hold arts, and fine arts (including applied design), Latin, and mod- 
ern foreign languages. 

The curriculums now in use are shown in the folio wing table : 



116 



SUEVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



P.P, 



u 

^ ^ 



^^9 






^ fe ?! S ' 






=1 ® £2.3"S 

MS ft" m S 






WoKPS 






CO CO »o»o ":no 






mco'O'O'Ot^ 















II 

bo's) 

WW 



■I.l?i 

R o c3 O 

w«w;^ 



^a 



I C<< TfC 



.2 So SfJ 



.Sail" 
ft'-S ft 

III 



WcSof 



w5lll« 



o 

Wm 



o^i^" 



•asjnoo 
aoucnua aSonoo 



.g 
IlisJ 

q if -3 fi o 



•8san<iD 



OWogM 



■gsjnoa 
l'BT0J3rarao3 






•asjnoo 
siJi3 pioqasnoH 



W<^ 



-asmoo 
Itjjouao 



II g 



•asjnoo 



THE WINCHESTER HIGH SCHOOL. 



117 



WC4C^T-tU3U3T-ri-iir5 



1 O O CUN lO 



brf-i 



N IN <M 1-1 lO rt rH 



Cm m 
III 






<N (M cq CSI T-i T-l r 



lii 




























^•g-ss 






n^a^ 


52^S 














fl^l-s 






c 





L^r'^S 



2S^5flSf<st5; 










> j5 












1 


2 

c 


irmonyand theory 
chanical drawing 
eehand drawing i 
ts and crafts I ^. . 


'b 


'S.S 


III 




gwa±;<Qcg£i£ 


■<sl 












•sesjnoo i 


IV 







C-l ^ 



ss 



118 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

It will be seen that the college-entrance curriculum requires Eng- 
lish, Latin, college-preparatory mathematics, one modern foreign 
language, and ancient history. The pupil has no choice of anything 
else whatever until the third year, when he may at his option take a 
third foreign language or chemistry, and in the fourth year continue 
with his third foreign language or choose American history or 
physics. 

However satisfactory this arrangement may or may not be to the 
officials who are responsible for the administration of college-entrance 
requirements, the poverty in useful content to which these prepara- 
tory j)upils are condemned by it during their most important and 
impressionable formative period must seem pitiful to the thinking 
man on the street, no less than to the modern and progressive student 
of secondary education. If these pupils want to study live civic 
problems they can not do so, but must take ancient history instead; 
and if they want science they must be content with the conventional 
college-preparatory brand of chemistry and the " forty sacred ex- 
periments " in physics. Fortunately they have a teacher in physics 
who encourages them to experiment " on their own," with projects out- 
side the sacred forty ; but if they want to have this opportunity, they 
must forego the study of their country's history and its big imminent 
problems. To anyone who is in the habit of getting below the surface 
in thinking on educational problems, this must seem nothing short of 
tragical. The children of Winchester, all unconsciously, perhaps, to 
the community, are being robbed of their birthright as American 
citizens. A careful analysis of the other curriculums will show that 
these are no more consistently conceived. 

BASIS rOR REORGANIZED CURRICULUMS. 

As a guide in the work of setting up something better, the survey 
commission recommends that curriculums be offered to meet the needs 
of different groups which will include all the pupils : 

1. Those preparing for colleges and technical schools — a college- 
preparatory curriculum. 

2. Those who intend entering commercial occupations before or 
after graduation from high school — a commercial curriculum. 

3. Those girls who do not expect to enter college or business, and 
who therefore need a well-balanced curriculum in preparation for 
life as home makers and intelligent women citizens — a home eco- 
nomics curriculum. 

4. Those boys who expect after leaving high school to go directly 
into occupations on the production side of industry — an industrial 
curriculum. 

Curriculums embodying the foregoing principles, and having ade- 
quate flexibility, are presented as representative of what is needed 
for children having the varied interests and occupational oppor- 



THE WINCHESTER HIGH SCHOOL. 



119 



tunities afforded by the diversified commerce and industries centering 
in and around Boston. 

It will be said at once tliat Winchester has a home economics cur- 
riculum and that the girls are not attracted by it; but the commission 
is of the opinion that the reason for the failure lies in the curriculum 
as it now is and in lack on the part of the community of appreciation 
for the home economics idea, and not in the girls themselves. If a 
richer curriculum be provided, and if its advantages as affording 
a broad, all-round education for girls be once understood by the 
people, we believe that it will turn out to be one of the most popular 
curriculums in the schoal. 

THE COLLEGE PREPARATOKY CURRIGULUM. 



Study sequences. 


Ninth grade. 


Tenth grade. 


Eleventh grade. 


TwelXth grade. 


Foreign language. 
En-'li'^h 


I 
I 
Algebra. 

Civic biologT 

or 
Advanced commu- 
nity civics. 

I 


n 
n 

Plane geometry. 


in 
in 

Solid geometry -i. 

Advanced algebra 

4; or Physics. 


TV 


Mathematics 


Chemistry IV or 
mathematics IE 
or physics III. 


Social studies.... 

Pliysical training 
Fine arts 


or 
.Vncient and medie- 
val history. 

n 


Modern history. 

m 

(1) 


American history or 
problems of de- 
mocracy. 
IV 
(1) 







1 Music or art or both may be elected for three periods per week. 

Foreign-language sequence may be four units of Latin or French or Spanish, 
or two of one and two of another. 

Girls may take two years of household arts work instead of foreign language 
III and IV or instead of geography or history II and English, mathematics, or 
physics III, or they may take it as a part course elective instead of music or 
art for two or three periods per week, if with the approval of the principal. 
Boys may take two years of shopwork instead of foreign language III and IV, 
instead of geography or history II and English, mathematics or physics III, if 
with the approval of the principal. 

THE co:mmercial curriculum. 



studies. 


Ninth grade. 


Tenth grade. 


Eleventh grade. 


Twelfth grade. 


Drawing and shop- 


1 




fl, n, or m 


n, m, or IV 


work (hoys). 






f 


or 


Household arts 


( 






(girls). 


J 




I or 


or 














English comr.osi- 
tion, spelhng, 




Foreign language I, 
or Enghsh com- 


Foreign language TI, 
or Enghsh com- 




tion, rhetoric, 




punctuation, ht- 


literature IL 


position and lit- 


position and Ut- 




erature I. 




eratui* III, 


erature IV, 


Natural science 


Civic biology 


General geography 


Physics. 


Chemistry, agricul- 




or 


or 




ture, or botany 










and forestrv. 


Social studies 


Community civics 
(advanced). 


Modern history. 


American history 


Proljlems of democ- 
racy. 


Mathematical 


Comm'.n-cial arith- 


Bookkeeping and 


Costs and contracts, 


Auditing, banking, 


studies. 


metic and book- 


office practice. 


salesmanship and 


and finance in- 




keeping. 




advertising. 


surance and in- 
vestments. 


Commercial studies. 


Stenography and 


Stenography and 


Oiricc and factory 


Elements of ec^3- 




typewriting. 


typewTiting. 


management, per- 
somiol work, eie- 
raentarv business 
law. 

m 


noinicsIV. 


Physical traming. . . 


I 


u 


IV 



120 



SURVEY OF THE SCPIOOLS OF WINCHESTER, MASS. 



Music or art or mechanical drawing and shop work may be elected In the 
first and second years up to three periods per week ; also in the third and fourth 
years if full courses in either of these subjects have not been chosen as indicated 
above. 

THE HOME ECONOMICS CURRICULUM. 



Studies. 



Ninth grade. 



Tenth grade. 



Eleventh grade. 



Art 

English 

Social studies 

Natural sciences 

Home economics .. . 
Physical training... 



Drawing, color and 



Composition, spell- 
ing, punctuation, 
hterature I. 

Civics 



Civic biology. 



Foods and cooking 
(3) I, textiles and 
sewing (2). 



Drawing, color and 
design II. 



Composition, rhet- 
oric, literature II. 



Modern history 

or 
General geography 



Foods, cooking, and 
sewing (2) tex- 
tiles and sewing 
(3) II. 



II 



Drawing, color and 
design III 



Composition, liter- 
ature, history of 
literature III. 

American history . . 

Household physics 
and chemistry. 



Dressmaking and 
millinery III. 



Drawing, color and 
interior decora- 
tion IV 
or 

Composition, litera- 
ture, history of lit- 
erature iV or 
economics IV. 

Problems of democ- 
racy. 

Dietetics, care and 
feeding of chil- 
dren, first aid, and 
nursing. 

Household manage- 
ment^ housewif- 
ery, budgets and 
accomits, laun- 
dry IV. 
IV 



Music may be taken each year as an elective fractional unit up to three 
periods per week. Two, three, or four units of Latin or a modern language; 
or one, two, three, or four full units of music ; or one, two, or three units of 
mathematics may be elected instead of art, if with the formal approval of the 
principal. 

THE INDUSTRIAL CURRICULUM. 



Studies. 



Ninth grade. 



Tenth grade. 



Eleventh grade. 



Twelfth grade. 



Drawing and art . 



Language. 



Natural science 

Industrial practice . 



Physical training. 



English composi- 
tion, spelling, 
punctuation, 
literature. 

Algebra (5), or alge- 
bra (2), geometry 
(2), graphs, and 
geometrical 
construction. 

Civics 



or 



Civic biology 

Mechanical draw- 
ing and wood- 
work. 



English composi- 
tion, rhetoric, 
literature. 



Plane and solid 
geometry (5), or 
algebra (2), geom- 
etry (2), graphs, 
and geometrical 
constructions (1). 

Modern history 



General geography. 

Drawing and cabi- 
netmaking, wood 
turning and pat- 
tern making, 
bench-metal 
work or sheet- 
metal work. 

n 



Freehand drawing, 
colorand design I 



Foreign language I, 
or English com- 
position and lit- 
erature III 
or 

Advanced algebra, 
t r i g o nomctry, 
and elementary 
coordinate geom- 
etry. 

American history. . 



Physics 

Forge work, foun- 
dry practice, or 
drawing and ma- 
chine shop. 



Freehand drawing, 

color and design 

II, or prospective 

and projection II 

or 

Foreign language II, 
or English compo- 
sition and litera- 
ture IV 



Problems of democ- 
racy. 

Chemistry. 
Machine drawing 
and machine-shop. 



Art or music may be taken each year as an additional part unit elective up 
to three periods per week, excepting art in the third or fourth year, when full 
unit art courses have been chosen as electives. 



THE WINCHESTER HIGH SCHOOL. 121 

PROPOSED CUKEICULUMS. 

Because of space limitations, these ciirriculums are here presented 
without argument or detailed explanation. The character, content, 
and educational values of the various sequences of courses and the 
arguments for the curriculums as constructed are quite fully set forth 
in the report on the public-school system of Memphis, Tenn., United 
States Bureau of Education Bulletin, 1919, No. 50, part 2, Chapter II 
(Government Printing Office, Washington, D. C). We recommend 
that the administration and teaching staff of the high school make a 
careful study of this discussion with reference to setting up similar cur- 
riculums in Winchester. Assuming that the school committee is will- 
ing to provide the equipment and instruction for a four-year sequence 
in shopwork, the problem to be solved is, How much of the proposed 
flexibility of these curriculums can be realized in a workable time 
schedule without conflicts and without producing many very small 
recitation sections as to carry the per pupil costs beyond the limits of 
reasonable liberality? Rich and flexible curriculums usually cost 
more than such purely formal ones as now exist in Winchester; but 
manifestly they are worth more. The ultimate question is not so 
much, " Is the cost high ? " as " Is it worth what it costs and can the 
community pay ? " 

The commercial curriculum is so planned as to give the maximum 
of useful and available training to a considerable proportion of pupils 
who must drop out at the end of the second year, or tenth grade. For 
such pupils it gives as good prevocational training and outlook as 
any course is likely to give them. For them, in such a short period 
no real vocational training can be effectively attempted. 

Typewriting should be begun in the junior high school in the 
seventh or eighth grade by those pupils who have attained a business 
standard of proficiency in penmanship. In the ninth and tenth 
grades for prevocational training, and in the eleventh and twelfth 
for vocational training, stenography and typewriting practice should 
go on together. What is taken down in stenographic notes should 
in most cases be written out directly on the typewriter. 

Putting these subjects in the ninth and tenth grades is no untried 
experiment. They have been successfully taught in those grades in 
schools of standing known to members of the commission for more 
than 25 years. The commission favors the expansion of the art se- 
quence to cover a major of four years' work in drawing, color, and de- 
sign, with differentiation in the two up^Der years into projects of 
specialized sorts, such as interior decoration, costume design, adver- 
tising poster work, and so on. Such a sequence should appeal strongly 
to many pupils in a community near Boston, where pure and applied 
art interests are so well developed and established. 



122 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

Similarly, we favor a four-year major sequence in music, credit for 
parts of which may be obtained by outside study and practice under 
the instruction of approved professional music teachers and under the 
direct supervision of the music supervisor of the schools. 

These sequences and also part courses of two or three days ]vr 
week running through the four j^ears should be open to all pupii^ 
under the proper restrictions. 

3. THE TEACHERS AND THEIR WORK. 

HOW WELL ARE THE TEACHERS TRAINED? 

All the teachers have had good training. As will be seen by in- 
specting the following table, only 4 out of 20 are not college gradu- 
ates. One of these is a substitute, teaching commercial subjects and 
has had two years' training in commercial subjects beyond high 
school and two years' practical experience as an accountant. An- 
other is the art teacher, who has had seven years' training in art 
schools, with study and travel abroad. The third is a domestic science 
teacher who has had two years of college work, together with summer 
and extension courses in good institutions. The fourth is the girls' 
physical director, who is a graduate of the Boston School of Physical 
Education. 

Those teachers who hold degrees received them from the following 
colleges : Bates 1, Boston 1, Brown 1, Colby 2. Harvard 1, Howard 1, 
University of Maine 1, Mount Holyoke 1, Eadcliffe 3, Simmons 1, 
Smith 2, and Tufts 2. This list shows a wide distribution of New 
England colleges, which is well for the school, as it serves to bring 
into it educational viewpoints from many different centers. 

The status of these teachers with respect to their special peda- 
gogical training, expressed in the number of semester hours work in 
psychology, principles of education, and other special studies in the 
science and art of education, is as follows : 

One teacher reports 158 semester hours, one 150, one 35, one 12, two 
10, one 6, one 5, and two 4. Nine of the 19 teachers reporting have 
had no special pedagogical training. 

The minimum standard required for schools accredited by the 
North Central Association of Colleges and Secondary Schools is that 
all teachers of academic subjects shall be graduates with a bachelor's 
degree from a standard college or a four-year normal course, includ- 
ing special training in the subject matter of the studies they are 
teaching and 11 semester hours of special training in psj^chology, and 
other studies in pedagogy and educational theory and practice. 

As to degrees and professional training of teachers, Winchester 
may fairly be compared with 559 schools accredited by the North 



THE WINCHESTER HIGH SCHOOL. 



123 



Central Association having enrollment of from 151 to 450 pupils. 
For these schools in 1917 the average number of teachers not new to 
the schools who were not college graduates was 11.76 per cent, and 
the corresponding average for teachers new in the schools was 6.09 
per cent.^ All the teachers of academic subjects in the Winchester 
high school are college graduates excepting one, who teaches com- 
munity civics half time. This makes the ratio for Winchester of 
nongraduate academic teachers to the whole number of academic 
teachers as -J to 13, or 3.9 per cent, as compared with from 6 to 12 per 
cent for the North Central accredited schools. This school, therefore, 
is found to be well in advance, when compared with similar schools 
in the Middle West, with respect to the college training had by its 
teachers. 

Distribution of Jiigh-scliool teachers according to training and college degrees. 



Total years of training above elementary school. 


Number 

of 
teachers 
having 

each 
amount. 


Teachers 
with 
no 

degree. 


With 

bachelor's 

degree 


With 
master's 
degree. 


Less than 6 . . 


i 

8 
3 








6 but less than 7 


3 

1 






7 but less than 8 


1 
3 
7 
1 




8 but less than 9 


1 


9 but le^s than 10 




1 


10 or more . 




2 








Total 


20 


4 12 i 4 











With reference to special pedagogical training for the 559 North 
Central schools of medium size, 10.10 per cent of the new academic 
teachers and 13.20 per cent of the not new academic teachers, in 1917, 
had not had as much as 11 semester hours of such training. The 
corresponding rates for Winchester teachers of academic subject is 
■^f , or 76.9 per cent. It is clear that both on the basis of their indi- 
vidual records and on that of comparison with academic teachers 
of medium-sized North Central accredited schools, the teachers of 
Winchester high school as a body are relatively very deficient in 
special pedagogical training. It is probable that if data were at 
hand by means of which they might be compared with teachers in 
eastern territory, their records in this particular would not be so 
deficient when compared with the latter. New England school au- 
thorities generally may be somewhat more insistent that their 
teachers be college graduates than are those of the North Central 
States, but the requirement for special pedagogical training receives 



3 Davis, C. O. Acredited Secondary Schools of the North Centra 
1919, No. 45, U. S. Bu. of Educ, pp. 49-52. 



Association. Bui., 



124 SURVEY OF THE SCHOOLS OF WINCHESTEE, MASS. 

generally far less attention in the East than in the West. In this 
important factor of teachers' qualifications the East appears to be 
behind the times. Several of the Central and Western States require 
from 15 to 30 semester hours of pedagogical training as a prerequi- 
site for entrance into examinations for a teacher's licejise. All 
school boards should require a minimum of pedagogical training as 
a condition of employment, and they should make it a factor in 
determining promotions and salary advances. 

Two important factors of professional growth in teachers are the 
reading of professional literature and training during service 
through the agency of teachers' reading circles, extension courses, 
and summer courses. As to professional reading, the Winchester 
teachers were asked to name the professional books and magazines 
read during the last year. The replies are as follows : Two reported 
no such reading, five reported 1 title, four 2 titles, three 3 titles, two 
4 tiles, one G titles, one 7 titles, and one 8 titles. For the most part, 
the titles named were of books and magazines that discuss current 
educational problems from the viewpoint of modern educational 
theory. This makes a very good showing for nearly half the 
teachers and should incite the remainder to do better. Every pro- 
fessional person should make some attempt to keep up with the 
technical literature of his or her special branch of the profession. 
Engineers, physicians, dentists, lawyers, and college teachers con- 
sider this essential, and do it as a matter of course. Why should 
not high-school and elementary teachers do this also? 

The teachers were asked to name the colleges in which they had 
taken extension and summer courses within the past three years. 
Six teachers named none. Simmons College was named by 3, Har- 
vard by 2, University of Maine, Boston University, and North 
Eastern College each by 1. One teacher reported three — Teachers' 
College of Columbia University, Simmons College, and Boston Uni- 
versity. One reported having taken two business courses, another 
attended two foreign-language schools, another was taking private 
lessons in a foreign language. Hence 12 out of 18 teachers, or 67 
per cent of them, had taken some summer or extension-work or other 
professional training during the past three years, wdiich is a credit- 
able showing. 

ARE THE TEACHERS EXPERIENCED ? 

The next table shows (column 2) the number of teachers in the 
Winchester High School w^ho have had various amounts of total 
experience (indicated by the niunbers in column 1). Similarly, it 
shows in columns 3 and 4, respectively, the numbers who have had 
various amounts of high-school experience and various amounts of 
experience in the Winchester High School. 



THE WINCHESTER HIGH SCHOOL. 



125 



This table tells us that the teachers are all experienced, only one 
having less than four years' experience and none less than three. 
One teacher is in her first year of high-school experience, but all the 
others have been in high-school work three years or more. Five are 
new in the school this year, and three more are in their second year's 
service in this school. This is not a large proportion of new teachers 
in these days when so many teachers are leaving individual schools 
or leaving the profession for better-paid positions. 

The table shows that the situation is good in respect to the sta- 
bility and solidarity of the school staff. Such stability makes for 
unity of aims and school policies. It is always good for a school 
to hold its teachers for a long time, unless it is found that they have 
stopped growing professionally and are " going to seed." The lat- 
ter is most emphatically not true of the teachers of long experience 
in this school. Most of these could profit greatly by further profes- 
sional study of various phases of their work; but they are profes- 
sionally open-minded, and listen readily to progressive suggestions. 

DistriMtion of high-school teachers lyj years of total experience, experience in 
high schools, and experience in Winchester High School. 



Number of years' 


Number of teachers 
having each amount. 


Number of years' 
experience in teaching. 


Number of teachers 
having each amoimt. 


exp rlence m teaching. 


Total. 


In high 
schools. 


In this 
school. 


Total. 


In high 
schools. 


In this 
school. 


J 




2 
4 

1 
1 
1 
1 


2 

1 
4 


5 
3 
3 
2 
1 
1 
1 

1 


10 




1 
2 
1 
6 




1 
1 
1 
6 




n 


11 




3 


12. 





4 


13 


1 


5 


14 


g 


6 


i 

2 

2 


15-29 . . 






Median 




8 


lOJ 
20 


8* 
20" 


<^ 


9 


Total 









ARE THE TEACHERS OVERLOADED ? 



An important factor affecting the teaching work of a school is the 
total duty load of the teacher, or the total amount of work of all kinds 
that he or she is expected to do. This includes teaching, library and 
study-room supervision, special direction of study, individual help 
outside the classroom, committee or clerical work, conferences with 
parents, and so on. 

Good administration requires that duty loads should be equitably 
distributed, and that no teacher's burden should be too heavy; for 
an overworked teacher can not long continue to give efficient and 
inspiring instruction. Furthermore, no body of teachers will do 
good teamwork if there are glaring inequalities in their burdens, 
unless those who are able to carry the heavy burdens are rewarded 
with correspondingly greater compensation. If the loads vary some- 



126 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



what widely, and if this variation is necessary, then other things 
being equal the teachers carrying the heaviest loads of work arid 
r«s23onsibility should receive the highest salaries. 

It is very difficult to get an accurate quantitative measure of tho 
total duty of any teacher, because many teachers do much work out- 
side the classroom which varies so greatly from time to time in 
amount and arduousness that they can not estimate it accurately. 
However, the data contained in the next table, compiled from definite 
information given by the teachers and principal, afford considerable 
illuminating information as to the distribution of work among the 
teachers. 



High-!^c,liool teachers' assignments of 


irovk and annual salaries, 1919-20. 


Teachers. 


Sul)iects. 


Total 
periods 

pel- 
week. 


Total 
enrolled. 


Teaching 
load. 


Library 
and 

study - 
room 
load. 


Total 
duty 
load. 


Annual 
salary. 


No. 1. 


Spanish 


20 
•20 
fi 
12 
21 

'7 

25 
26 

19 
30 
9 
19 

13 
20 
17 

2 
16 
14 
20 
14 


46 

90 
135 

73 
lOi 
124 

25 

96 
84 

39 
126 

53 
136 

163 
98 

16 
150 
52 

I2;s 

46 


230 


30 


245 


$1, 600 








No. 2'.... 




135 
219 
370 
620 
101 

480 
588 

229 
630 
128 
427 

326 
392 
349 

32 
344 
173 

492 
581 





30 
200 

90 

125 
60 

140 



450 


230 


6.30 
219 
385 
720 
191 

543 
618 

299 
630 
128 
652 

326 
507 


2,:iO0 


No. 3.. .. 




1,100 


No 4 

No. 51 


Bookkeeping and typewriting. 
History 


1,600 
2,200 


N0.6 

No. 7.. 


HoiLHehold arts and sewng (i 

time). 


1,550 

1,600 
1,500 

1,600 
1,600 
1,750 
1,600 

1,600 


No. 8>.... 

No. 9 

No. 10.... 


Bookkeeping and commtinitv 

civics. 
Physics and chemistry 


No. 11.... 
No. 12.... 

No. 1.3.... 


Upper mathematics (J time). . 
Engliiih, economics, and psy- 
chology. 


No. 14.. 


English r 


1,600 




(General science and comniu- 
{ nity civics. 

iGymnasium (athletic coach) . . 
English and current history... 




No. 1.51... 

No. Ifi.... 
No. 17.... 



165 
280 
158 
45 


381 
427 
313 
650 
626 


2,200 
1,600 
1,600 


No. IS . 


Enai4 . 


No. 19.... 


rio:og.- and cooking (? time).. 


1,450 



Column 3 of the preceding table shows the total number of periods 
per week during which each teacher gives class and laboratory instruc- 
tion. Column 4 tells the number of different pupils that each teacher 
meets during each week. Column 5 gives the weekly teaching load 
for each. This is expressed in pupil-periods and is obtained by multi- 
plying together for each recitation section the number of pupils in 
the section and the number of periods per week that the section meets 
and then adding together the products corresponding to all the sec- 
tions. For example, if Mr, A has 5 sections, each for 6 periods per 
Aveek, and the numbers of pupils in the section are 25, 24, 20, 23, and 
27, his teaching load is 25X5+24X5+26X5+23X5+27X5=625 pu- 
pil-periods. This is a fair weekly teaching load, provided that not 
much of the other kinds of Avork is required. When more work of 
other kinds is required, the teaching load should be proportionately; 



THE WINCHESTER HIGH SCHOOL. 127 

lightened. The library and study-room load is similarly obtained. 
Here, however, the number of pupils supervised^ at a given period 
varies from day to day, and the estimated average attendance was 
used. 

The total regular-duty load, column 5, was obtained by adding one- 
half the study-room and library load to the teching load. This is 
done on the arbitrary assumption that such duty, requiring no outside 
preparation, is equivalent to one-half that involved in handling an 
equal number of pupils in a classroom for the same time. All the 
teachers in this school are expected to remain for a half hour after the 
close of each session to give individual help to pupils needing it, but 
this work has not been included in the total load, because the amount 
of help given and the number of pupils aided vary so much that trust- 
worthy estimates could not be made. Probably 10 per cent added to 
the load of each teacher would cover it fairly; and if comparisons 
were to be made with other schools, probably this per cent should be 
added to each teacher's load. Also, since the period here is 45 minutes 
or f of an hour, if for purposes of comparison with other schools it is 
desired to reduce these loads to pupil-hours, the number of pupil- 
periods should in each case be further corrected by multiphdng it 
by f . This distribution table plainly reveals several important facts : 

1. None of the Winchester high-school teachers giving full time to 
high-school work is overburdened, and the duty load for half of them 
is light as compared with that in city high schools general^. The 
median is 543, a very reasonable load, while for the lowest three 
teachers the load is below 300, or very light. 

2. There is a very wide range of variation in the clutj^ loads of these 
teachers. 

3. There is no relation between duty loads and the corresponding 
salaries. 

Nearly all the cases of abnormally light loads are caused by the 
small enrollments in certain subjects, notably French, Spanish, book- 
keeping, tj^Dewriting, stenography, sewing, and cooking. Column 
2 shows only one case of a full-time teacher who teaches during fewer 
than 19 periods per week; so it is clear that with this exception the 
very light loads are not due to this latter cause. In this one case the 
teacher was given light work because she was nearing a breakdown. 
She is a remarkably energetic and skillful teacher of her subject, 
and the policy of giving her a light assignment in order that she 
may regain her normal physical strength is not only fair and gen- 
erous to her, but also plainly to the advantage of the pupils. The 
maximum duty load permitted in accredited high schools by the 

3 study-room duty here means maintaining quiet and order only. There is no organized 
plan of " directed study " for the whole school, but there is an organiaed plan for giving 
indiyidual help to those who get behind In their work. 



128 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



accrediting standards of the North Central Association of Colleges 
and Secondary Schools is 35 periods per week, with a maximum of 
six recitation periods and one study period per day, and with not more 
than 30 pupils in a recitation or laboratory section, and no limit to 
the number of pupils in a study section. It is the large schools in 
the large, growing cities like Chicago and St. Paul, where the growth 
in population is continually outstripping the provisions for schooling, 
that have forced the association to allow such heavy loads while 
strongly disapproving them. Assuming that an average study sec- 
tion in such a school has an attendance of 60, and that a teacher is 
loaded to the limit, as many of them are, his load would be 

30 pupilsXSO periods+J (60 pupilsXS periods) =1,050 pupil-periods. 

This North Central limit of 1,050 pupil-periods is undoubtedly 
too high. It should be as low as 900. Even this load, however, is 
not required of any Winchester high-school teacher, the heaviest load 
being 720 pupil-periods. This, with say 10 per cent added for the 
detention period, teachers' meetings, etc., gives a possible maximum 
for this teacher of 792, a figure still 11 per cent below that which the 
survey commission regards as a reasonable maximum limit. 

The commission, however, does not recommend that each teacher 
should be loaded to the limit. On the contrary, it commends the 
policy of assigning loads between 450 and 750, according to kinds 
and types of work, and according to administrative necessities; and 
it also recognizes that in some cases, as in the one mentioned above, 
much lighter loads may at times be entirely proper. . 

From the preceding table it appears that with reference to their 
total duty loads the full-time high-school teachers are distributed 
as follows: 

Relation of duty loads to salary. 



Teachers' regular duty-loads exjiressed in pupiJ-periods. 


Number 

of teachers 

having 

each 
amount. 


Corresponding 
salaries. 




1 

2 
3 


2 



$2,200 

$1,000, $1,600 

$2, 300, $1,500, $1,600 


6:30-699 


600-049 


550-549 . . 




Sl,600,$l,600 




400-449 .... 


$1,600 
$1 600 


350-399 


3()0-3t9 


$l!600 


2.TO-299 


$1,600 
$1,000 


200-249 





The lack of any correspondence between loads and salaries is here 
{{uite apparent. It is a fair inference from this array of facts that 
both the conditions back of the teaching loads and the methods of 



THE WINCHESTER HIGH SCHOOL. 129 

determining compensation need careful study, with reference to some 
sort of consistent readjustments. While the teaching load should 
not be the only factor in fixing the salary of a teacher, yet it should 
be taken into account. 

WHAT DO THE PART-TIME TEACHERS DO? 

The part-time teacher, designated as No. 3, gives three-fifths of 
her time, or three days per week, to the Winchester High School, and 
the remainder is spent outside the Winchester system. No. 4 teaches 
7 periods a week in the high school, supervises the study room 2 
periods, directs the operation of the cafeteria 5 periods, and teaches 
in the elementary grades 13 periods. We estimate her load of ele- 
mentary teaching at approximately 200 pupil periods, but the work 
is probably much more arduous and difficult than the same amount 
of high-school work. The cafeteria work involves the full responsi- 
bility for a business of $5,000 a year, and includes the direction of 
1 paid worker and 16 student assistants. 

No. 11, in addition to her teaching load, is study coach, dean of 
girls, and geneial assistant to the princij)al. Tier service to the 
school is very efficient and valuable. 

No. 13 gives half her time to teaching and supervision of physical 
training in the elementary schools. Her teaching load there figures 
out approximately 335 pupil periods, which would give her a total 
load, high and elementary, of 661. However, 335 for her elementary 
work is probably far too small a measure of the actual work and 
strain that she carries. She visits nine different elementary schools 
and gives instruction for 20 minutes once every two weeks to each 
of 40 classes, varying in number between 20 and 49 pupils, and en- 
rolling a total of 1,342 pupils. 

Besides this she does a large amount of work which we have not 
been able to estimate quantitatively. She spends eight hours per 
week coaching teams, half an hour per week with a class in pupil 
leadership, holds occasional meetings with the grade teachers, and 
spends considerable time taking and recording physical measure- 
ments of the girls. She recently staged a splendid athletic exhibition 
which must have required a great deal of time, energy, and organiz- 
ing ability to carry through so successfully. We believe that this 
teacher is overworked. Also we believe that the needs of the pupils 
demand that she should give her whole time either to the high school 
or to the elementary work, and that another teacher should be 
assigned for full time to develop the work in the department relin- 
quished by her. This would increase the efficiency in both depart- 
ments. What is needed is a physical teacher in each of the new 
large schools. 

25016°— 21 9 



130 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



No. 15 is athletic coach for the boys in addition to his teaching 
load of science, civics, and physical training. 

No. 19 gives approximately one-third of her time to the elemen- 
tary grades in addition to her 626 pupil periods in the high school. 

This review of the work assignment of the teachers shows that 
the administration with a very few exceptions has been liberal in its 
demands on the time and energy of the teachers, and therefore has 
a right to expect that they put much energy and enthusiasm into their 
classroom work, that they be generous in their efforts in giving 
individual help and attention to the pupils most in need of it, and 
that they devote much of their time outside of school to reading, 
study, and professional growth and to community welfare. We 
believe that most, if not all, the teachers are willing to do so, but 
that they need more definite leadership and help in organization in 
order to accomplish greater results in these fields of effort. 

ARE THE CLASSES VTEIAj ORGANIZED AS TO SIZE? 

It is possible that a careful study of individual problems of or- 
ganization would disclose means of securing a more even distribu- 
tion of teaching loads than now exists. Such a study would naturally 
turn first to a consideration of the sizes of recitation sections. 

The next table shows the size of different sections. 

Numhcrs of recitation sections in each subject of the sizes indicated, Winchester 
High School, 1919-20. 





Number of pupils in recitation sections. 




Subjects. 


0-5 


6-10 


11-15 


16-20 


21-25 


26-30 


31-35 


36-40 


n or 
more. 


Total. 






3 


















Alpebra 




1 
2 
1 


1 




1 





3 


Geometry and trigo- 


1 


1 


1 
2 
1 
2 
2 
















Bookkeepin? 






i' 


1 






4 


Typewriting 










4 






1 




:::::::: 












3 










Household arts . . 


1 




2 
1 








3 


French 




i' 

1 


1 








5 


Biology 












2 


Civics 






1 
















1 












Chemistry . . 








1 

9 
2 
1 
3 










2 


Latin 




1 
3 




i 

4 


1 






5 


Ensflish 


























Current history . . 






2 


2 









es 


Gymnasium 




^ 


2 




2 


14 


Economics and psy- 


























Total 


2 


8 


18 


22 


23 


16 


4| 1 


2 








Percentages of 
total num- 
ber of schools. 


2.1 


8.3 


18.8 


22.8 


23.9 


16.7 


4.2 


1.0 


2.1 


100 



THE WmCHESTER HIGH SCHOOL. 131 

This table reveals tlie location of the small and the very small 
sections. Twenty-eight sections out of 96, or 29 per cent of all, are 
undersized, having fewer than 16 pupils. Forty-five sections, or 47 
per cent, are within the optimum range, enrolling between 15 and 26 
pupils. Seven sections, or 7 per cent, are excessively large, enrolling 
more than 30 pupils. Of these last, two are gymnasium sections in 
which moderately large numbers ordinarily are not disadvantageous ; 
but one is in first-year algebra, a subject in which no large sections 
should exist if it possibly can be avoided. The teacher of this par- 
ticular group, though a capable and interesting instructor, and using 
for the most part very good methods, was unable at all times to hold 
the pupils to efficient work. 

There are 10 excessively small sections enrolling fcAver than 11 
pupils each. These are in Spanish, solid geometry, stenography, 
cooking, physics, chemistry, and gj^mnasium. Such small classes 
should not exist in a school if there is any way to avoid them with- 
out sacrificing essential or specially important educational values or 
fundamental rights. They entail an inequitable distribution among 
the pupils of public funds in the form of teacher service, and also 
they do not furnish the social incentives to individual effort that 
larger groups afford. It is usually impossible, however, to avoid 
them entirely, and it is relatively more difficult to do so in a medium- 
sized or small high school than in a large one. Such small classes, 
nevertheless, should be carefully investigated. They are the prin- 
cipal cause of high cost of instruction per pupil. It is, therefore, 
quite proper with reference to any section for the principal to con- 
sider, first, whether it can be done away with through distributing 
the pupils, and second, if this can not be done, whether the advantage 
to the pupils is worth the cost to the community. 

By way of illustration, suppose that a teacher whose salary is 
$1,500 per year is assigned a fourth-year French class with onlj^ 5 
pupils, and that this class absorbs one-sixth of her time and effort. 
Each pupil in this class receives from the school board $50 for 
instruction in this one subject, while each pupil in a section in civics 
enrolling 25 pupils under otherwise equal conditions receives $10 for 
instruction in that subject. Is this fair? Are the pupils of this 
costly French class getting out of it something that is going to con- 
tribute five times as much to their economic and social and spiritual 
value as that which accrues to 5 pupils in the civics section? Is some 
important department in the school being deprived through lack of 
funds of essential maps or other equipment which the $250 that has 
been handed over to those 5 French pupils might have procured? 
Is it just as important to the town and the State that 5 pupils should 
put in a year translating two or three French stories or plaj'S and 
learning the fine distinctions of the tenses in the subjunctive mode 



132 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

as that 25 pupils sliould be investigating the civic, economic, and 
vocational activities and conditions of their town and State? Per- 
haps so, but be the answers to these questions yes or no, such questions 
should be raised and settled with reference to every undersized 
class. Every possible effort, consistent with a broad and liberal pro- 
gram of education should be made to keep the membership of recita- 
tion sections within the optimum limits or as near them as is pos- 
sible — that is, for most subjects, between 20 and 30. Every course 
of study in the program should be evaluated from the standpoint of 
its economic, social, civic, and spiritual worth to the community as a 
means of training its junior citizens in the best ways of individual 
living and cooperative effort for the common good. 

Granted that a study can be shown to have undoubted value from 
this point of view, there are two ways in which the waste of small 
sections can sometimes be avoided that are seldom if ever considered, 
but which in the opinion of the survey commission should always be 
attempted. The first is by a revision of the curriculums that would 
both bring them into line with the best thought concerning the selec- 
tions and sequences of studies, and would probably bring about, auto- 
matically, larger enrollment in the classes of such important subjects 
as civics, household arts, physics, chemistry, biology, economics, and 
history. The second is that of organized publicity within the school 
and community intended to set forth the advantages of certain stud- 
ies, and the reasons why more jDupils should pursue them. Why 
should only 8 boys and no girls be studying such an immensely im- 
portant and interesting subject as physics? Why does chemistry, 
which lies at the foundations of practically every important indus- 
try, enroll only 6 boys and 23 girls? Why should not more than 51 
girls and 22 boys out of 308 be studying drawing and applied art? 
A large majority of American girls marry or otherwise become the 
operators or managers of homes. Why, out of 195 girls in this 
school, should only 4 be studying the science and art of dietetics and 
cooking, and only 28 learning the arts of sewing and garment mak- 
ing? These practical subjects need be no less cultural than other 
subjects because they are practical ; to-day as never before the world 
needs women who master them on an intellectual and scientific plane, 
as well as on the plane of manual skill. If the girls of Winchester 
and their parents were better informed as to the utility and cultural 
value of these subjects when properly organized in the curriculum 
and properly taught, the classes would be filled to overflowing. 

ARE TOO MANY PUPILS FAILING AND DROPPING OUT OF SCHOOL? 

One way of measuring the efficiency of the teaching staff of a school 
is to make a study and exhibit of the distribution of failures and 
eliminations. If all school subjects were equally attractive and 



> 



THE WIlSrCHESTEFv HIGH SCHOOL. 



133 



equally diiSciilt, and if no pupil failed or dropped out because he left 
town or because of other reasons wholly accidental, if all pupils 
were equajly bright and equally inclined to work, and if all teachers 
had the same conception as to the meaning of the passing mark, this 
method would furnish a very satisfactory measure of the relative 
efficiencies of the individual teachers. 

The absurdity of assuming it as a sole measure or even as the best 
measure is evident, however, from the statement just made. Never- 
theless such a study is of value in any school. 

Promotions, eUminations, and failures in the WincJiester High School. 



SuTDJects. 






Bookkeeping and com- 
munity civics 

Algebra and geometry.. 

Art 

Bookkeeping, office, 
training, and typing. . 

Latin 

Household management 
and dressmaking 

Phj'sics and chemistry.. 

Mathematics 

English and economics. . 

History 

General English 

Community civics and 
general science 

CuiTcnt history and gen- 
eral English 

Commercial arithmetic 
and s tenograph V 

German and Spanish . . . 

College English 

Cooking, sewing, and 
biology 

Total 



9 

/ 11a 
\llb 



18.7 
7.0 
4.2 

12.2 
4.8 
18.2 

3.7 
4.7 
7.0 
.0 
10.5 
9.0 
9.3 

18.0 

8.0 

13.8 
9.1 
8.9 

12.5 



0.0 
8.6 
.0 

5.8 
5.0 
.0 

.0 
.0 
7.5 
29.1 
3.7 
S.l 



70.4 
90.5 
81.8 

96.2 
95.3 
86.0 
70.9 
86.3 
83.6 
85.2 

70.5 

80.3 

74.5 
81.8 
S3.1 



.0 
.0 
7.0 
29.1 
3.3 
7.4 
3.7 



1,397 



133 1, 



9.5 



18.7 
15.0 
4.2 

17.3 
9.6 
18.2 

3.7 
4.7 
14.0 
29.1 
13.8 
16.4 
13.0 

29.5 

19.7 

14.9 
18-2 
16.9 

12.5 

16.4 



This table, compiled from returns made on blanks furnished the 
individual teachers, tells for each of them how many pupils were 
enrolled in his or her classes last year, how many and what per cent 
of these dropped out of school, how many and what per cent of 
these failed of promotion, how many were promoted conditionally 
and how many and what per cent were promoted unconditionally. 
This table is useful as a diagnostic sheet. It tells, almost at a glance 
(columns 10, 12, 13, and 14), the individual teachers whose class 
work should receive special study in order to find the causes for un^ 
usually large or unusually small percentages of failures or elimina- 
tions from their classes. For example, we learn from the bottom line 



1.34 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

that, of the 1,397 individual enrollments in all the 96 recitation sec- 
tions, 133, or 9.5 per cent, dropj3ed out of their classes before the end 
of the year; and of those remaining, 96, or 7.6 per cent, failed of 
promotion. These failures constituted 6.9 per cent of the total class 
enrollments, and failures and eliminations together constitute 16.4 
per cent of it. This is not by any means a bad record for the school 
as a whole. Unfortunately again we have no country-wide norms for 
comparison, but the record of 82.4 per cent unconditional promotions 
and only 16.4 per cent failures and eliminations is distinctly good 
compared with the few schools whose records we know. Glancing 
up column 14, however, we find that in a number of individual cases 
there are wide variations from this average. Two teachers, No. lib 
and No. 15, had abnormally large losses, of 29.1 per cent ands29.5 
per cent, respectively, while three others, Nos. 3, 6, and 9, had ab- 
normally small losses of 4.2 per cent, 3.7 per cent, and 4.7 per cent, 
respectively. The case of No. lib is easily explained and also justi- 
fied. This teacher has the upper mathematics classes. With teacher 
No. 11a, 7 per cent of the pupils dropped out and 7 per cent failed — 
less than the usual percentage of casualties in the battles with college 
preparatory mathematics. 

On the other hand, the cases enumerated under teacher lib are all 
pupils who are selected for special study — coaching, because they 
were behind on account of absence, or were failing for other causes 
in various classes in school. Of these 55 " special help " pupils this 
teacher held all to the end of the year, and enabled 39, or 70.1 per 
cent, to achieve promotion. This is probably as well as anyone could 
be expected to do with such a group. But why should the casualties 
in community civics and general science be so high? These sub- 
jects are usually not so deadly as to eliminate or fail 3 pupils out of 
every 10. Does the fact that this teacher is the athletic coach (and 
he is rated as a very good coach) throw any light on the cause of his 
high casualty list? Has he been assigned work which his special 
training and qualifications do not fit? These questions and the 
methods of teaching these subjects should receive special study by 
the administrators of the school. 

Again, it may be asked whether the very low mortality in art 
results from the fact that this branch is elective and only those who 
are gifted and enthusiastic in this line of work are enrolled, or 
whether the teacher's instruction is so much more efficient and in- 
spiring than the average, or whether on the other hand the teacher, 
having no recognized standards of achievement, exacts too little and 
marks too high. If it is the first, it must be evident that along with 
the unfit many must be eliminated fi^om this subject by never at- 
tempting it, who if they did attempt it might succeed and get much 



I 



THE WINCHESTER HIGH SCHOOL. 135 

of profit thereby. If it is the second, other teachers might learn 
much that would be of benefit to them and their pupils. If it is the 
last, then this teacher should receive some supervision and advice in 
correcting the fault. Be it any one of these or a combination of all, 
special studies of such cases by the teachers themselves and especially 
by the supervisory officers is needed and should be forthcoming. 
Similar remarks apply to Nos. 6 and 9. 

Another line of inquiry also is suggested by this table. Of the 
six teachers who reported that none of their pupils failed, two re- 
ported that 18-19 per cent dropped out of their classes before the 
end of tlie year ; one had 12.5 per cent of eliminations, and two had 
4-5 per cent eliminations. Were some of the teachers in the habit 
of keeping their failures down by eliminating them before the clay 
of final reckoning? Were things going so badly in some of the 
classes that pupils left school rather than go on in them? Was 
there trouble in any of them which justified the principal or the 
parents in withdrawing the pupils before the end of the year? Is 
any subject itself of such a nature that it does not make a vital 
appeal to the pupils? All these questions are pertiment, and touch 
conditions which it is part of good school supervision to investigate. 
Any one or all of them may apply to every class in which the per- 
centage of eliminations is abnormally high. Every case that looks 
unusually good should be studied in order that if it really is good 
it may be understood, so that other teachers may learn from the 
unusually successful ones how to improve conditions in their own 
classes. Every case that looks unusually bad should be studied so 
that if it really is bad it may be corrected. 

The teachers were asked to give the reasons why their respective' 
eliminates dropped out, so far as these were known to them. The 
reasons for the cases are given in the order of their frequencies, as 
follows : Unknown, 61 ; left town, 22 ; went to work, 15 ; went to pri- 
vate schools, 5 ; overloaded, subject dropped to lighten program, 5 ; 
left school, 1 : ill and left school, 3 ; illness, 3 ; gave up college prepa- 
ration, 3; poor scholarship, 3; were failing and are now repeating 
subject, 2; were obliged to help at home, 2; changed curriculum, 2; 
sick, but returned and passed examination, 1 ; to take up music, 1 ; 
demoted, 1; total, 133. In nearly half the cases the causes are un- 
known. This is common in all schools, but it ought not to be so. 
There should be machinery for keei3ing track of all pupils, and, if 
possible, getting at their real reasons for dropping out of classes or 
for leaving school. In considering this list one should remember 
that any one of the actual individuals leaving town or leaving school 
might be so reported by from three to five teachers, for, in this case, 
he would, of course, drop out of all of his classes. On the other 



136 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

hand, if he left school and the fact were not generally known by 
the teachers, he would be reported "unknoAvn" by from three to 
five teachers. Aside from the few who moved out of town, it is 
probable that most of the eliminates drop out of classes or out of 
school because of poor success or lack of interest. Either they are 
not intellectually capable of mastering the kind of work offered, 
or the kind offered does not meet their aims and needs; and they 
fail not by reason of lack of ability but by reason of the lack of vital 
interest in the subject. 

These facts as to eliminations and failures, to whatever extent 
and in whatever schools they are found, point toward the need of an 
administrative and instructional feature, wdiich as yet is as rare in 
schools as it is necessary — a system of vocational and educational 
guidance carefully set up and continuously and vigilantly main- 
tained. This department, through the cooperation of the teachers, 
should act reciprocally on both pupils and curriculums, guiding the 
one and modifying the other so as to bring them together. 

WHAT DO teachers' MARKS MEAN ? 

Closely related to the subject of failures in school work is the 
question of teachers' marks. The marking system in a school and 
the conceptions of the various teachers as to just what a given mark 
means, and especially Avhat the minimum passing mark means, are 
factors which largely determine whether many or few pupils are pro- 
moted. In order to find out something about these factors the sur- 
vey commission asked for a distribution table for each teacher of 
the marks assigned to his or her pupils for the work of the half 
year preceding the survey. These were kindly furnished by Princi- 
pal Thomspon, Avith the assistance of the teachers. 

The data furnished us in the distributions of the individual 
teacher's marks have been combined in the next table so as to show 
by teachers and subjects how many pupils in a given subject, with a 
given teacher, received a mark from 91 to 100 per cent, inclusive; 
how many received a mark from 81 to 90, and so on down the scale. 
In the second column, under each step, the numbers are reduced to 
percentages of the teachers' total enrollment of pupils in the subject. 
This is done in order that the distributions of marks by different 
teachers may be comparable one with another and with the totals at 
the bottom. 



THE WINCPIESTER HIGH SCHOOL. 



137 



Numbers and percentages of pupils receiving marlcs loithin the ranges indicated 
at the tops of the columns, distributed horizontally according to values of 
marks, and vertically according to teachers and subjects. 





Subjects taught by these 
teachers. 


Pupils receiving marks within the range of— 


1 


11-20 21-30 

1 


31-40 


41-50 


51-60 


61-70 D 


71-80 C 


81-90 B 


91-100 
A 


■5 

li 

EH 


^ 


1 


! 


1 


1 1 

1,1 


1 

1 


s 

2.2 
'6.7 


1 

1 
4 
6 
2 


t 

I 

2.2 


1 

s 

6 


1 
Pi 

13.0 
18.0 
20.0 
22.6 
16.1 
26.1 
35.0 
23.0 


1 

g 
3 

8 
42 
29 
66 
34 
51 

66 




1 


£ 


1 

s 

3 

6 


1 
Ph 

13.0 




Spanish 










1 


52.2 
22.5 
23.3 
18.3 
23.2 
16.3 


46 




French 












47. 2' 20 
32.2 21 

57. 4; 21 


10 


Latin... . 










11. l| 6 


6.71 18 


giro n 


90 


IS 


English 










.. 




1? 


do . .. 










...... 






9 
24 

7 




14 
16 


'.'.'.'.'.do'.'.'.'".". 


"" 








"i"" 


"J 


"o'.O 
l."6 


2I 2.2 
4 20 


55.4 
40.0 


15 


92 
20 












1^ .9 


7| 6.0, 27 
9 7.4 3S 




11.1 
19.7 
11.1 
13.8 


1 
3 


.9 
2.5 

"h'.'h 




n 


History 








2 1. 6l 2 


40.2 24 
66 7I s 




1? 


Economics 










6 
2 
2 
24 

4 
20 

7 
12 


22 2 18 


27 


R 


Civics... 










1 1 




r 


5.6 
13.3 
18.9 

28.6 
19.0 
13.0 
23.1 


29 
5 
49 

6 

47 
39 
21 
6 


80.6 
33.3 
38.6 

42.8 
44.8 
72.3 
40.4 
25.0 



7 
41 

4 
29 

8 
13 
15 

5 


36 


In 


do 










1 




1 
4 


6.7 
3.1 




2 
3 


Algebra 9, geometry 10 

Sohd geometry 11, trigo- 
nometry 12 










2 


"1- 


.... 


32.31 7 


127 
14 


4 












1 


.9j3 


2.9 


5 


4.8 




8 


Bookkeeping.. . 










14.7 




54 


17 


Stenography 


}_ 




1 


1.9 




1 








25.0 
75.0 
100.0 

20! 6 

22.9 


4 
'2 

38 


7.7 

"2."9 
2.6 


52 


6 
IP 


Household arts and sewing. 
Cooking 






.... 




.... 


24 


q 


Physics and chemistry 




















4 
''0 


10.5 
29.4 


31 

"50 


81.6 


38 


15 


General science 










2 9 Q 2 


(> 


fi 


S H 


32 4 14 


68 


All 


Total: All marks 


1 


— 


1 


' 


10 


.8 


17 


1.3 


51 


"^ 


237 


623 


47.7 


— 
301 


1,312 



This table brings out the following very interesting and signifi- 
cant facts : 

The distribution of the 1,312 marks that were given to the 308 
pupils by the 17 teachers included in the table is very similar to the 
distribution of the grades of intelligence of 82,936 literate enlisted 
men, as revealed by the results of the Army Intelligence Test. This 
distribution is such that the majority of the men are found in the 
medium grades, very closely clustered about the average, with about 
equal numbers above and below average, while equal smaller per- 
cents are found in the superior and the inferior grade, and equal 
very small percents are found in the highest and lowest grades. 

That the distribution of all the marks .given by the teachers con- 
forms closely to this type can readily be seen by a glance at the bot- 
tom line of the table. It is also shown in the graph which follows, 
in which each of the black vertical bars represents by its length the 
number of pupils in each 100 that received a mark within the range 
indicated by the figures below that bar. It will be seen that if the 
small percentage of cases at the left or lower end of the distribution 
be disregarded, the distribution of marks is approximately sj-mmet- 
rical, and a smooth curve or " stream line " connecting the tops of 
the black bars gives a close approximation to the type of curve that 



138 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

would be outlined by the cut edges of a bell which has been sawed 
vertically through the middle. This species of bell-shaped curve 
is known among statisticians as the normal prohaUlity cun^e. 

This is what happens when any biological fact is measured in the 
individuals of a group of 1,000 or more, when assembled by any 
chance method ; that is, when selected at random or without picking 
out systematically any individuals having certain definite character- 
istics related to the one that is being measured. This kind of distri- 
bution is called a normal distribution, or a distribution according to 
the normal probability curve. 

Teachers' marks usually distribute themselves in this way if all 
the marks given by a considerable number of teachers and to a large 
number of pupils are included in the distribution. 

Studies of high-school and college marks made by several reliable 
investigators show that this is true for both types of institution ; but 
that when the marks of individual teachers are so distributed, not 
all teachers are found to distribute their grades normally. Some 
turn out to be easy marker^s, giving a majority of their pupils the 
highest or second highest m«rks of the scale. Others are very severe 
markers, giving an abnormally large number of low marks. The 
same difference that prevails among teachers with regard to mark- 
ing prevails among schools when the distribution of all marks in one 
of a number of schools is compared with those in each of the others. 
In some schools easy marking prevails. In others severe marking 
prevails. In still others the marks are found to conform more or 
less closely to the normal distribution. Winchester belongs to the 
last of the three types, as has been noted above. Thus, according to 
the consensus of opinion of the investigators above mentioned, a 
good distribution of marks in high school and college should be ap- 
proximately as follows : Very superior or excellent, 3 to 10 per cent ; 
superior, 15 to 22 per cent; medium, 40 to 50 per cent; inferior or 
unsatisfactory, 15 to 22 per cent; and very inferior or failure, 3 to 
10 per cent. 

This admits of putting more pupils in the highest and lowest grades 
than would be there in accordance with a purely chance distribution 
of ability, but it should be remembered in the first place that high- 
school and college students are to some considerable extent a selected 
group from which very inferior ability has been excluded, and in the 
second place that when relatively small numbers of individuals are 
measured the variations of individuals are relatively more marked, 
so marked in fact that the probability curve and the law of averages 
can not be applied to small grouj^s except by combining them into 
larger groups. 

Glancing at the lowest line in the preceding table, we see that 47.7 
per cent of the Winchester marks lie between 71 and 80 per cent, 



THE WINCHESTER HIGH SCHOOL. 



139 



wliich, according to the distribution by Winchester teachers, is evi- 
dently th« medium grade. In tlie grades immediately above and 
below this are 22.9 per cent and 20.3 per cent, respectively; in the 
highest grade (91-100) are 2.9 per cent; and in the lowest grade 
(51-60 and below) are 6.2 per cent. Taken as a whole, therefore, we 
may say that the Winchester High School teaching staff finds that 
general school ability is normally distributed among its students, 
which is what we ought to expect. 

When, however, we come to examine the distribution of marks by 
individual teachers, we find some striking variations from the school 
norm. This norm is shown in the top line of the next table, which 
is the same as the bottom line of the preceding table and is desig- 
nated at the left by the word " all." No. 5, the teacher of history, 
conforms very closely to this norm in the distribution of his marks. 
So does No. 7, French, while No, 16, current history, places fewer 
pupils in the first and second grades and more in the medium grade. 

Teachers' marJcs disti'iMited according to the percentages of pupils receiving 
marks as indicated hy the ranges at the tops of the columns, and grouped so 
as to show characteristics of distriJmtion. 



Teacher 


Subjects. 


Pupils receiving 


marks of— 




bers. 


11-20 


21-30 


31-40 


41-50 


51-60 


61-70 


71-80 


81-90 


91-100 






0.1 


0.1 


0.8 


1.3 


3.9 


20.3 


47.7 


22.9 


2.9 




Current history 




16 






.9 
1.6 
1.1 


1.7 
1.6 

"T2" 
6.7 


6.0- 

4^5 
2.2 

z'.i 


23.0 
27.0 
18.0 
13.0 
20.0 
18.9 
23.1 
22.2 

Ikl 

26.1 
20.0 
10.5 
29.4 
13.3 
5 6 


56.4 
40.2 
47.2 
17.4 
32.2 
38.6 
40.4 
66.7 
60.7 
57.4 
55.4 
35.0 
81.6 
32.4 
33.3 
SO. 6 
44.8 
25.0 


11.1 
19.7 
22.5 
52.2 
23.3 
32.3 
25.0 
11.1 
23. 2 
18.3 
16.3 
40.0 
7.9 
20.6 
46.7 
13. S 
27.6 
75. 
100.0 


.9 


5 


History 






2 5 


7 








6.7 


1 








13.0 


10 


Latin 






1.1 

1.6 


10.0 


2 


-A'gc]j''a and qnoinptry 






5.5 


17 


Stonogi-ajihy 


1.9 


1.9 


7.7 




























18 


do 










2.2 
5.0 




14 


do 












16 


do 


























15 


General science 






2.9 


2.9 


&.7 


2.9 


15 


Civics 








8 


do 




















.9 


2.9 


4.8 


19.0 




6 


Honsuhold arts and sewing 








19 


Cooking 





































The extreme variation from the norm is made hj the teacher of 
Spanish, No. 1, in whose judgment 65 per cent of her pupils have 
first and second grade ability in Spanish, onlj 17.4 per cent have 
medium abilitj^, and 17.4 per cent have ability that is below the 71-80 
grade, which represents medium ability according to the collective 
opinion of the teaching staff of this school. Like the Spanish 
teacher, the Latin teacher finds relatively few of her pupils to be of 
medium ability. She places about a third in that grade, a third in 
the two highest and a third in the grades below medium. The 
English teachers, Nos. 12, 18, 14, and 16, are in sharp contrast with 
the teachers of stenography, mathematics, Latin, and French, and 



140 



SURVEY OF THE SCHOOLS OF V/I]S^CHESTER, MASS. 



especially in contrast with the teacher of Spanish; for the former 
group find in all their classes not a single pupil whom they regard 
as showing first-grade ability in English. 

This is most remarka-ble, for ability in foreign language and 
ability in English usually are found to be somewhat closely corre- 
lated. All those 90-100 per cent pupils in Spanish, stenography, 
Latin, and French, are in one or another of the English classes. 
Why have none of them shown their brilliant talents in that subject? 

Are half the teaching staff, of whom the English department is 
typical, correct in judging that they have in their classes no ability 
of the first grade, or are they holding to some vague standard of ab- 
solute perfection or some quality of adult achievement which none of 
their pupils can reach or even approximate? Or again, are their 
standards right but their methods such that only fair, mediocre, and 
inferior abilities are actually shown in their pupils' responses? We 
are frankly skeptical as to the absence of first-grade ability in these 
subjects; and also we do not -believe it to be as common as the marks 
of the Spanish teacher indicate. 

The explanation is that the teachers have no conscious consensus 
of opinion as to what the percentage marks mean. 

The variations which we have described are strikingly shown in 
the following graph : 




BelotM^X 51-60 61-70 71-80 81-9rj 91-100 

HH Ml marks of all feochers (J3i2) ElSffiS Marks of h/slvry feacher . 
\^M Marks of Spanish feocher . ^H Marks of Er)glish teacher , rumSer 1 4 . 



I 



THE WIFCHESTEB HIGH SCHOOL. 141 

Note the close correspondence of the historj^ teacher to the stajff 
norm as indicated by the approximate equality of the vertically 
shaded bars and the black bars. Note also the piling up of the marks 
in the two highest grades by the Spanish teacher, whose marks are 
represented by stippled bars. Finally, by means of the horizontally 
shaded bars, note the piling up of the grades of the English teacher 
No. 14 in the 71-80 step of the scale and the absence of any marks 
in the lowest and highest steps. Evidently the English teachers 
find among their pupils only mediocre ability, or ability of the grades 
close to mediocrity, if their marks really express their judgment. 

This variation among teachers in their conceptions of what the 
marks mean creates a situation which to say the least must be com- 
plicated and difficult when it comes to administering the passing 
marks for promotions. This study shows that, if things go on as 
they are now going until the end of the term and the passing mark is 
placed at Yl and adhered to, 26.5 per cent of the grades given are 
going to doom their recipients to failure. Of the pupils taking his- 
tory, 27 per cent would fail. Of those taking Latin, 34 per cent 
would fail. If, as is very common, 75 were to be taken as the passing 
mark, approximately 40 per cent of the marks given would entail 
failures, 

WHAT IS THE BEST POLICY WITH REGARD TO PROMOTIONS AND MARKS? 

What shall the principal do when the day of reckoning comes? 
There is only one thing that he can do that is obviously fair to the 
pupils. This is to make each teacher say, after careful considera- 
tion of each pupil's work and the marks given to him, whether he 
is capable in that teacher's opinion of carrying on successfully the 
work in that dej)artment through the next highest grade. If he is, 
the principal should promote him in that subject, and if not he 
should mark him failed. In general it should be seen to that the 
failures in any class should not exceed 10 per cent of those remaining 
in that class at the end of the year. 

Direct inquiry as to the practice in promotions brought out the 
fact that promotions in the school recently have been made on sub- 
stantially the principle that is outlined above. But this method is 
not quite sufficient to cover the case, as the wide range in the per- 
centages of failures shows. Next year, then, studies should be made 
of the eliminations and failures of the year 1919-20 and of the dis- 
tributions of teacher's marks for 1920-21 ; and through these studies 
and through conferences to be held for discussing them, the teachers 
should be trained to distribute their marks approximately according 
to the normal distribution of ability as outlined above. 

This can not always be done with justice, especially in the case 
of small classes, but when the distribution does not come out fairly 



142 SUEVEY OF THE SCHOOLS OF WmCHESTER, MASS. 

approximating the normal, the cases constituting the apparent vari- 
ations from a normal distribution should be carefully reviewed and 
studied in all lights available. It often happens in the case of a 
small class that the standing can not be distributed normally without 
resorting to a forcing of the marks, with obvious injustice to cer- 
tain individuals. Teachers should clearly understand that they are 
never to mark a individual higher or lower, in order, merely iu 
conform to a theoretical distribution, when such a revision goes con- 
trary to their best and most careful judgment on the known merits 
of the case. However, each teacher should clearly comprehend that 
his marks for all his classes taken together for any one year — or, if 
these do not constitute a large enough number, the marks of all his 
pupils for tAvo or three consecutive years — should give a distribu- 
tion approximately normal. If his marks taken collectively do not 
distribute themselves normally, it is clear that he has either a false 
or an inadequate conception of the meanings of the marks that he 
assigns. 

Teachers who are required to make distribution tables of their 
marks at stated intervals and after tests have been given in their 
classes soon reach a standard of marking which is f-airly near nor- 
mal in each case and is therefore fairly uniform. This practice, if 
adopted here, would result in closer approach to uniformity in the 
percentages of eliminations and failures than is shown. Such a 
closer approach to uniformitj^ is certainly desirable; and in fact is 
imperative if thoroughgoing school efficiency is to be attained. In 
this connection comparisons in the cases of individual teachers are 
illimiinating. It will be noted in general that the teachers who vary 
widely from the normal type in respect to the distribution of their 
percentage marks are also those who vary most .-widely from the 
schoolnorm m respect to their percentages of eliminations and 
failures. 

The reader should not leave this discussion with the idea that the 
Winchester high-school teachers are in general worse than other 
high-school teachers with respect to their estimates of their pupils' 
achievements. Taken as a whole they are better with respect to this 
factor of school work than the teaching staffs of many schools, and, 
we think, probably better than the average. Yet the majority of 
them are in need of constructive guidance in the matter of marks 
and promotions. 

In addition to our suggestions for more careful studj^ of the theory 
and practice of handling the marking and promotion systems, we 
recommend and urge that no pupil be eliminated b}^ the princij^al or 
any member of the teaching staff unless for the benefit of the pupil 
himself or unless for some reason his retention does harm to the 
school. Every reasonable effort should be made to hold pupils in 



THE WINOHESTEK HIGH SCHOOL. 143 

their classes until the end of the year unless obviously they are mis- 
fits, in which case they should be shifted early to classes where they 
have more vital interests and better chances of success. 

In general, no pupil should " be failed " at the end of the year if it 
is reasonably certain that he is able to do the work that lies ahead. 
However, any pupil having good ability but not using it to a credit- 
able extent should be promoted conditionally and held rigorously to 
tlie work of the higher grade, and should also be made before the 
end of the year to pass a searching examination in the work of the 
previous year on which he was conditioned. If this policy is adhered 
to in every case, and if the teaching is so conducted as to make a vital 
appeal, " loafing " in the school will be reduced to a minimum. 

OBSERVATION OF TEACHING. 

Taken as a body, the members of the teaching staff are of unusually 
fine and forceful personality. Their attitude toward the school and 
their work are characterized by a fine spirit of service and loyalty. 
With two exceptions their spoken English is unusually good. They 
are almost without exception in good rapport with their pupils. 
In general their classroom management and teaching tend to be quite 
conventional, but are characterized by conscientiousness and thor- 
oughness. There was little evidence, however, of any outstanding 
initiative and originality in the methods. There was the same tend- 
ency that characterizes the average level of teaching in most high 
schools, the tendency to emphasize book subject matter, and the 
reproduction in recitation of what the books contained, to the exclu- 
sion of thoughtful debate and discussion. In almost every class the 
teacher did too much of the talking, questioning, and deciding, 
and the pupils too little. 

Modern educational theory, which by the way is far ahead of the 
present general educational practice, demands that every school sub- 
ject be analyzed with regard to its utility as a means of training for 
the following main objectives:* Health, command of fundamental 
processes, worthy home membership, vocational efficiency, citizen- 
ship, resources for the worthy use of leisure, and ethical character. 

In connection with the attainment of these objectives, the training 
in the various subjects and activities of the curriculum should aim 
for the development of widely applicable habits and skills, of usable 
information, of worthy ideals, of concepts of efficient methods of pro- 
cedure, and of resources for the profitable enjoyment of leisure hours. 

It will be appreciated at once,. without argument, that any exten- 
sive and genuine realization of these objectives can be accomplished 

* See Cardinal Principles of Secondary Education, U. S. Bu. of Educ. Bui. 1918, No. 35 ; 
also A Survey of the School System of Memphis, Tenn,, U. S. Bu. of Educ. Bui. 1919, 
No. 50, pt. 2, Ch. 11, pp. 115-121. 



144 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

only by calling out and exercising the initiative of the pupils. 
Habits are formed, skills acquired, ambitions aroused, ideals appre- 
ciated and appropriated, concepts of method built up, and tastes, 
aptitudes, and appreciations for profitable recreation accumulated 
only through self-activity. 

Moreover, self-activity is ineffective for the purpose unless it in- 
volves practice, many repetitions, with interest and zest, of the kinds 
of acts that are to be crystallized into habits and skills and of the 
kinds of thinking that exemplify effective methods, and of the kinds 
of emotions and experience that develop ideals, tastes, appreciations, 
and sound judgments of real and permanent values. Hence real suc- 
cess in constructive teaching demands a great deal more than merely 
getting the pupils to reproduce the subject matter of the books. It 
involves the promotion of real intellectual growth and character de- 
velopment, through awakening the ambitions of the pupils and help- 
ing and guiding them in doing what they want to do mainly for its 
own sake, and not so much as tasks in formal training. This means 
that the project-and-problem method should largely prevail. It 
follows, therefore, that each subject must be analyzed and evaluated 
on the basis of its possible contribution of project and problems that 
will afford practice leading toward the objectives that have just been 
named. 

To make such analyses of his subject, to search out such vital 
projects and problems, and to try out and perfect such methods is 
the really professional part of the teacher's work, as distinguished 
from the artisan or routine side; and it goes without saying that 
the former side is vastly the more important. It is the main business 
of the supervisor to stimulate and guide this professional phase of 
the work; for if the teachers are ordinarily competent the routine 
side usually takes care of itself. 

In general we may say that the routine side of the work in this 
school is better than the average in history, art, physics, Latin, 
stenography, typewriting, and bookkeeping; that it is about equal 
to the average in English, mathematics, chemistry, modern lan- 
guages, and home economics ; that it is considerably below the average 
in biology and general science ; and that it is very poor in civics. 

As to what we have called the professional side, there were observed 
evidences here and there of some special points of excellence; but 
examples of the use of special methods, based on analysis of educa- 
tional values, and carefully designed to reach such objectives as 
have been named above, were few^ and these did not seem to have 
been reduced to a smoothly working technic. This then is the side 
of the work which in the judgment of the commission needs most 



THE WINCHESTER HIGH SCHOOL. 145 

careful fostering and development. What specially should be done 
with this develoijment will be stated under the topic of supervision. 

COMMOK ERRORS OF TEACHING TECHNIC. 

There are found in almost all high schools certain kinds of faulty 
technic from which the teaching corps of this school are by no 
means wholly free : 

1. Use of questions that can be answered by either yes or no. Of 
all answers to such questions 50 per cent will be correct whether the 
pupils answering know anj^thing about it or not. 

2. To a similar category, though they are not quite so bad, belong 
questions that can be answered by a single word, such as the name 
of a person or place, a date, and the like. The most common form 
of such a question is the inverted form ending in what, when, whom, 
where, etc. 

3. Another vicious form of question is the mutilated or blank-fill- 
ing form in which the teacher makes the statement which the pupil 
should be expected to make, but leaves out a single word or short 
phrase here and there which he pauses for a pupil to supply. Such 
questions are usually strung together in a running discourse, all of 
which is carried on by the teacher excepting the few words which the 
pupils supply to fill the blanks or pauses. This method trains the 
pupil in self-deception, for he is led to believe that he is doing some 
intellectual work when there is really no work left for him to do. 

4. The false start, or the hesitation question. Here the teacher fails 
to think out his question before beginning to utter it; so he either 
makes two or three partially completed questions before getting his 
question out in its final form or else he pauses at short intervals 
during the utterance of his Cjuestion to think up the wording or 
phrasing of what is to come next. The pauses are usually filled in by 
" a-a-h," " er-r-r," etc., as if he were afraid to permit himself a 
moment of silence. 

5. The long statement, follov/ed by "isn't it," "was it not," etc., 
to which the pupil needs only to " look intelligent " and nod assent, 
or say, " yes, sir " or " yes, ma'am." 

6. Repeating the pupils' answers after them. 

7. Permitting volley answers — half a dozen or more pupils an- 
swering the same question simultaneously, each giving a different 
answer. In such a case nobody knows what anybody else has said 
and nothing whatever is accomplished. 

8. Calling too frequently on a few willing and well-prepared 
pupils and ignoring a large majority who either are ill-prepared or 
who are timid or indifferent, 

2501G°— 21 10 



146 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

9. Allowing half the class to remam idle while the other half is 
putting work on the blackboard. 

10. Devoting one's self to one pupil who may be having a difficulty, 
and becoming oblivious of the existence of all the others. 

All of these faults were noted in the school ; most of them were rela- 
tively infrequent in the case of the large majority of the teachers, 
but many of them were habitual with four or five.^ 

For example, in one room during 20 minutes the observer counted 
19 " inverted what " questions, two repetitions of pupils' answers 
by the teacher, and three hesitation questions. There were many 
more that got by without being counted. The following are ex- 
amples, taken doAvn verbatim : " The independence of the Thirteen 
States was recognized by what, when? And the Articles of Con- 
federation were the beginning of what?" Answer: "The Federal 
Constitution." Teacher : " Yes ; the Federal Constitution." Two of 
Avhich teachers with whom these faults are habitual used poor 
methods throughout, and showed weaknesses in technic and educa- 
tional conceptions with nearly all the means of diagnosis employed. 
With nearly all the others such crudities of method were relatively 
infrequent, though by no means wholly avoided. 

The most common fault was missing opportunities to let the pupils 
debate, judge, and decide as a result of their own thought processes; 
instead, the teachers would give their own opinion and stop there. 
This of ocurse is stultifying to the pupils' initiative and thinking 
powers. Too many teachers fail to distinguish between thinking and 
merely recalling facts without anj^ reference to their relations. They 
believe they are training the pupils to think when in reality they are 
giving them no opportunity whatever to do so. No one can think un- 
less he is faced with a problematic situation which he must analyze. 
Having analyzed it he must set up an hypothesis for its solution, 
and then test out the hypothesis by comparing it with known or 
observed facts. In most of the recitations little of this sort of thing 
was seen. 

Another common fault is failure to arrive, in the class, at a clear 
and correct explanation of a fact, event, or phenomenon; so that 
when the discussion of the fact has closed, every one in the class has 
a clear and definite concept of the principle behind the fact and the 
manner in which the principle applies to it. This fault usually is 
the result of hazy and inadequate knowledge on the part of the 
teacher. This was the outstanding weakness in the teaching of 
general science, civics, and biology in the school. 

In some of the science classes words were mispronounced or prin- 
ciples and definitions misstated by pupils; and the teachers in at- 

* For a more complete discussion of these errors in method see the Memphis Survey 
Report, Bui., 1919, No, 50, U. S. Bu. of Educ, pt. 2, Ch. II, pp. 158-170. 



THE WINCHESTER HIGH SCHOOL. - 147 

tempting- to correct them gave wrong pronunciations or statements 
themselves. It is not expected that a science teacher should know 
everything; but certainly he or she should never give any false in- 
formation. This, of course, usually results from insufficient com- 
plete and careful preparation. In some cases in Winchester, in the 
judgment of the commission, it results from inadequate general 
knovvdedge of the subject. 

SOME GOOD THINGS THAT WERE OBSERVED. 

In several classes and subjects, good topical recitations were heard. 
In this kind of recitation, ordinarily, each of a number of pupils is 
assigned a topic or question for investigation and report. He is to 
get from books or periodicals in the library, or from any other reli- 
able sources to which he has access, all the needed information that 
is available. With this in hand he prepares a brief exposition of the 
topic or an answer to the question, with the evidence for and against 
his answer. 

In most of the classes where such topical reports were made they 
were well worked up and were well read, but it would have been far 
better to train the pupils to deliver them without being tied to their 
manuscripts. A good way to do this is to have the pupil put on the 
blackboard a brief skeleton outline of his points and then extem- 
porize with the brief as a guide. One boy who was reading a report 
on radium read only fairly well, and did not completely hold the 
attention of his audience, but when a question or two were asked him 
afterv\^ards he spoke extemporaneously with force and clearness.; 
This illustrates the point that we are making, that the reports should 
be prepared in written form, or at least as rather complete briefs, 
and should then be so well digested that they can be given with free- 
dom and power. 

In connection with the physics class, there was a fine spirit of com- 
radeship between the pupils and the teacher. Most of the boys had 
on hand some volunteer project or other involving knowledge of 
some phase of the subject, and the teacher showed active interest in 
these. There was much informal consultation about them during 
and between recitation periods. A wireless club has been organized 
by the class, and wireless communications are frequently transmitted 
and received by the members. They try to keep up to date on the 
developments in this field. 

In a class in science elsewhere an experiment in ventilation was 
being demonstrated. Suggestions for variation of the conditions, to 
test out ideas that came to them, were made hj some of the pupils, 
and the teacher immediately put these to the test. This was very 
good, and tended to foster the true experimental spirit; but unfor- 



148 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

tunately when the experiment was finished tlie principle which it 
was to ilhistrate was not clearly stated and explained, and Avas not 
well understood. 

In a class in a foreign language, instead of having each pupil trans- 
late one short sentence only, as is an all too prevalent custom, the 
teacher at one time required each pupil called on to translate the entire 
paragrajDh or section and speed up. This is a practice that should be 
generally adopted and more completely carried out. If the pupils are 
obliged to prejDare for such a method of recitation they must gain 
sufficient command over the entire lesson to translate or read it 
fluently. It will therefore make them study much more effectively; 
and the frequent repetitions of the entire passage thus secured help 
immensely in giving all of the pupils more of what is sometimes called 
a feeling for the language as well as a grasp of the thought ; and it gives 
them practice in rendering that thought into good English idiom. 
Instead of so much translation it would be better in both Latin and 
the modern languages to have the pupils read the passage in the 
original rapidly, clearly, and with good intonation and inflection, 
and then tell what it means in English. Insistence on much of this 
sort of thing, instead of so much nearly literal translation, would 
tend to train the pupils to grasp the thought directly from the for- 
eign words instead of first thinking of the equivalent English words 
and then getting the thought from these. 

In every room there is a placard Avhich says, " Say it in good 
English." This is an excellent v/ay of keeping the ideal before the 
pupils and undoubtedly it has its effect. 

The spirit of the socialized recitation was well exemplified in one 
of the English recitations that was observed. A student president 
and secretary sat at the teacher's desk, and the teacher retired to the 
rear of the room. A formal literary program was carried out, most 
of the pupils' contributions being in the form of short essays or 
topical reports. In reading from his program the president leaned 
awkwardly over it instead of holding it up to the proper level for 
effectiA^e delivery. When the observer suggested holding the paper 
up and taking a better position, the boy accepted the suggestion in the 
spirit in which it was made and took great interest in trying to ac- 
quire better form. This was on the whole a very good socialized reci- 
tation of the more formal sort, but it would be better if there were in 
the school more socialized recitations in which much informal discus- 
sion should be carried on by the pupils concerning definite points of a 
debatable nature, or for the clearing up of difficulties. Recitations of 
this type are very effective in calling out initiative, stimulating inter- 
est, and promoting real, independent thinking by the pui)ils. 

In another recitation in English a collection of photographs of the 
Scotch lakes and the Trossachs was handed around. This was to help 



I 



THE WINCHESTER HIGH SCHOOL. 149 

create interest and establish an apperceptive mass or basis of compre- 
hension for the study of Scott's " Lady of the Lake." This is a thing 
that is done very generally in literature classes in progressive schools ; 
and a great deal more of it ought to be done in Winchester than is 
done. Lantern slides are very effective in this kind of work. They 
usually prove to be more attractive than hand pictures, and they 
economize time because all the pupils see the same picture simulta- 
neously, and the teacher and pupils can talk about it while all are 
studying it. 

The work in current history which is being given in all grades is 
stimulating thought and original study perhaps more than any sub- 
ject pursued in the school. Conscientious study is incited and care 
is inculcated in the formation of opinions on current events of na- 
tional and world significance. The class is organized as a forum for 
discussion, and topics are assigned by the chairman. The recitations 
are mostly of the socialized type. This work is worthy of high com- 
mendation in most of its features, but it is not a substitute for a 
well-worked-out sequence of studies in history and civics. In many 
cases this work is too heavy and difficult. The notebooks are too de- 
tailed and laborious in their accumulation of facts, and the per- 
centage of failures and eliminations in these classes is too high. It 
would be better to reduce the amount of work required and make it 
a part of the study in the English courses, giving less attention to 
details and more to the significance of those details which can be made 
to stand out clearly as the essential factors in events and movements. 

4. ORGANIZATION, ADMINISTRATION, AND SUPERVISION, 

THE ADMINISTRATE^ PERSONNEL. 

The present administrative personnel of the high school consists 
of the principal, a principal emeritus, a dean of girls, who is also 
study coach and part time teacher, and a cafeteria manager, whose 
main duties consist in regular teaching of home economics in the 
high and elementary schools. 

To the members of the survey commission, who lived with the 
school or were in close touch with its activities for a period of two 
weeks, it seems evident that there is great need of- two additions to 
the administrative staff, a comi)etent stenographer-secretary for the 
principal and a librarian. 

STUDENT ASSISTANCE IN CLERICAL WORK. 

Much of the clerical and stenographic work of the school is now 
done by students of the commercial department under the very com- 
petent direction of the teacher of typewriting. This is an excellent 
idea as an educational principle to be applied in the teaching, for 
it gives the pupils a chance to do real clerical work whose utility 



150 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

and significance they can be led to appreciate. It also fH'omotes the 
spirit of community interest and cooperation within the school. 
Furthermore, it may be so organized as to make for real economy and 
efficiency of administration. 

We commend the idea involved, and recommend its extension and 
its more careful organization; but we are convinced that such an 
arrangement is no proper substitute for a principal's ofiice secretary 
in a school of this size. 

AN OFFICE SECRETARY NEEDED. 

Such a person must be permanent, so that she may be trained to 
carry out the manifold clerical and secretarial duties that are in- 
volved by a progressive up-to-date policy of administration and 
supervision. Especially is such a secretary needed to assist the 
principal in the tabulations and calculations connected with the use 
of modern educational tests and standards of measurement. She 
should also act as recorder and have complete charge, under the 
principal, of all pupils' record cards and all other permanent records 
of the school. With these and many other burdens of a clerical 
nature lifted from his shoulders, the principal would be left free 
for planning the administrative Vt'ork, for perfecting the organiza- 
tion of the curriculum, the teaching staff and the pupils, for inti- 
mately supervising the classroom work, for leading the teachers in 
self -training in methods, and for- representing the school, its needs 
and its achievements before the community. 

EXECUTIVE WORK WELL DONE. 

The executive work of the school and the general administrative 
leadership were being splendidly and efficiently carried on by the 
principal during the stay of the survey commission; but the other 
things mentioned above, especially that of supervising the work of 
the teachers and of leading them in round-table studies, were not 
being done. It never can be done adequately unless the principal 
be supplied with a secretary and given freedom for it, as we have 
suggested. 

MISUSE or THE SCHOOL TELEPHONES. 

Another condition which we found standing m the way of effec- 
tive development by the principal of his larger and more important 
functions was the lack on the part of many parents of the school 
children of any appreciation of the fact that they have no right 
to make unnecessary and disproportionate demands on the princi- 
pal's time. 

Parents call on or phone the principal or a teacher at all times of 
the school day and before and after sessions, asking them to call 
their children to the telephone or deliver messages to them. This 



THE WIITCHESTER HIGH SCHOOL. 151 

is in most cases absolutely unnecessary, and it is tremendously waste- 
ful of the pupils' time, and indeed of the whole school. If the same 
young people were working in a store, office, or shop, it would not 
be tolerated, and it should not be tolerated in the school. The 
school committee should forbid the use of the telephone, or the 
sending of messages between the school and the home excepting in 
cases of extreme emergency. The school and the time of school 
officers are for the benefit of all the community and not for the 
convenience of the careless few who lack the foresight and energy 
to establish an understanding in the morning of the program of 
family appointments for the day, 

THE PRINCFPAL's OFFICE HOUR. 

The school committee should establish an office hour for the prin- 
cipal, and supxiort him in adhering to it. As it is, he is interrupted 
at all times of the day by parents, many of whom seem to assume that 
he has nothing else to do but listen to long talks about relatively un- 
important details concerning their children. Conferences with 
parents about their children's interests are, of course, very important 
at times, and the way must always be open for them, but they should 
always be by appointment as conferences are with business men and 
the appointments should be during the principaPs regularly schedule 
office hour. 

A TEAnSTBD LIBRARIAlSr NEEDED. 

The administration of a school library can not be carried on with 
efficiency by details of teachers whose main duties and interests lie 
in other fields. No unity of library policy or operation can be 
secured in this way; and the library feature, one of the most im- 
portant phases of school work, can not be adequately developed. 

There should be a librarian present during the entire day, and 
she should be trained both as a high-school teacher and a librarian. 
She should assist the teachers and coo]3erate with them in giving 
instruction in the use of the library and the choice of books for 
recreative reading, and in planning reference work in connection 
with all the subjects and in promoting a love for books and reading. 
She should keep the card catalogues, reference lists, and other library 
records up to date, and render assistance in getting out the school 
publications. 

The library is generously supplied with books, but is not so well 
balanced as it should be. More fresh, readable, and authoritative 
books are needed in science, geogTaphy, and travel, commercial and 
industrial subjects, applied art and design, and home economics. A 
rich literature for high-school pupils on vocations and on elementary 



152 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

economics and sociology is also growing up, and the school should 
have some of the best of this type of literature. 

THE CAFETERIA. 

The management of the cafeteria is apparently efficient, so far as 
it can be under the physical conditions, but the physical conditions 
are not what they should be. The basement hall where the cafeteria 
is operated is insufficiently lighted and very badly cramped for space. 
The result is that nobody can eat there with comfort. Such condi- 
tions do not make for health. Something should be done as soon as 
possible to remedy this condition. 

SUPERVISION OF INSTRUCTION. 

Adequate supervision implies an intimate study of the theoiy and 
practice of teaching and familiarity with the best modern methods in 
teaching the various high-school subjects. 

To give it, the principal must have time for study, reflection, test- 
ing, and investigation of classroom conditions. He must spend much 
time in visiting classrooms. He must confer with individuals and 
with groups or with the entire teaching staff in round-table discus- 
sions concerning the excellencies and defects that he finds in the class 
work, to the end that all may profit by the successes and failures of 
each. These should be considered impersonally. Such leadership by 
the principal of round-table discussions on principles and methods of 
teaching is scarcely less important than classroom supervision. In 
fact, the two are correlative and inseparable, if the best possible 
professional attitude and esprit de corps are to be worked up. ♦ 

Another purpose served by the round table is the stimulation 
toward professional study and reading, and the guidance of educa- 
tional measurements and experiments which may be carried on in con- 
nection with it- A good beginning along this line has been made, 
and the attitude of the principal and teachers toward such activities 
gives promise of a fine future development for it. With a secretary to 
take care of clerical details of the principal's office, it is the belief 
of the survey commission that the principal can and will give splendid 
leadership in such work, and that the teachers without exception will 
cooperate with him gladly and effectively. 

DIRECTED STUDY. 

Study coaching for pupils who are behind in their work is being 
carried on in the school with good effect, but there is no organized 
plan of directed study for all pupils. Good pupils as well as poor 
ones need to be taught how to study effectively. 



THE WmCHESTEE HIGH SCHOOL. 153 

The commission recommends that the teachers make a careful study 
of this subject and that a plan for trial and gradual introduction of 
a sj^stem of directed study in the ninth and tenth grades be worked 
out and put in operation. 

An ingenious time schedule, providing longer periods with directed 
study in view, has been worked out by Clarence D. Kingsley, State 
agent for high schools of the Massachusetts Board of Education. 
This schem.e is recomm.ended to the principal and teachers for careful 
study with reference to its feasibility in the schools.^ 

PUPIL PARTICIPATIOiSr IN^ SELF-GOVEPvNMENT. 

All schools give their pupils more or less opportunity to govern 
themselves, especially in connection with the various student organi- 
zations. No one advocates setting up a school city or other political 
organization and turning over the school government to school 
officers. The principle is to give them as much responsibility for 
their own control as they can and will carry successfully. The pur- 
pose is not to relieve the teaching staff of responsibility, but to train 
the pupils in teamwork for the accomplishment of worthy public 
ends. The more practice they have in this while in school the more 
independent thinking they will do, the more balance and poise of 
will they will have, and the better will they be prepared to under- 
take the duties, obligations, and responsibilities of adult citizens 
when they reach their majority. This school has developed certain 
school organizations to this end, and it is recommended that the prin- 
ciples of self-government already in operation to some extent be 
further developed and perfected. 

The right kind of beginning in the training of pupils for self- 
government has been made in connection with student organizations. 
There is a student council consisting of one representative from each 
of the high-school grades, which advises with the teaching staff in 
matters of cooperation involving the student interests and enter- 
prises. There is a school magazine, " The Eecorder," edited, man- 
aged, and published by representatives of the students under the 
directistoi of some of the teachers. The senior class elects the editor, 
who in turn appoints his editorial and business staff, subject to the 
approval of the administration of the school. 

The football, baseball, basketball, and girls' hockey team are 
democratically managed under teacher supervision, as are also the 
athletic associations, the debating clubs, the freshman English club, 
and the senior boys' wireless club. 

The commencement of 1919 also was largely a student affair in 
which many took part. There was an essay on Americanization, an 

« Report on High Schools. Bui. of Mass. Bd. of Educ, 1918, No. 5. 



154 SURVEY or THE SCHOOLS OF WINCHESTER, MASS. 

original poem, a vocal solo, and two other essays — all by students. 
Also there was a pageant illustrative of Americanization, written by 
one of the girls and staged by a score or more of the pupils. The 
costumes were \vorked out by the pupils and teachers of the various 
departments, and the music was furnished by the music department. 
Such a cooperative plan bringing into the enterprise as many mem- 
bers of the various classes as possible is, in the opinion of the sur- 
ve}^ commission, a far greater educative and socializing force in a 
school than the traditional formal commencement in which the prin- 
cipal, the president of the school committee, and an imported speaker 
do all the talking, while the senior class sits on the stage and the 
remainder of the school are inactive spectators. 

Besides the commencement there are held during the year a play 
and a musical comedy in which the j)upils themselves under the di- 
rection of the department of instruction do the greater part of the 
work. Such cooperative enterprises are highly to be commended as 
practical opportunities for learning teamwork under educative 
direction and supervision. The one danger to be guarded against 
is that of allowing certain versatile and enthusiastic pupils to 
dissipate their energies by getting into too many extra curricular 
activities. 

SOCIALIZED EECITATIONS. 

The form of the socialized recitation may not always be the same. 
It is the spirit and not the form that counts. Usually it takes the 
form of a parliamentary or club organization and discussion. The 
essential principle is that the pupils enter voluntarily into an orderly 
discussion of the problems of the lesson, each doing his part because 
he wants to contribute something instead of reciting because he is 
called on by the teacher and must say something to get a mark. 

There has been a limited use of the socialized recitation in the 
school, but the great possibilities for effective learning through this 
form of school activity have not been fully realized. We recom- 
mend a gradual and experimental introduction of this method in 
all classes with conferences among teachers to discuss methods and 
results. Not all teachers are successful with this method, and such 
as are not convinced that they can get good results with it ought not 
to be compelled to use it. 

Its great utility consists in the strong motivation for effort that 
it engenders and its tendency to call out initiative from pupils who 
do not show this quality under the formal question and answer 
methods. It is one of the best types of pupil participation in self- 
government. Another strong point for it is the training it gives in 
parliamentary procedure and in public speaking. 



THE WINCHESTEPv HIGH SCHOOL. 155 

EDUCATIONAL AND VOCATIONAL GUIDANCE. 

This is another mnch-talked-of feature of school work, which, 
though of very recent development, is of immense value. We sii:-Ii 
soon come to regard it as an indispensable part of the school's Vv^ork. 
To set up a system of educational and vocational guidance it is nec- 
essary to assign the responsibility for the function to a compet«]it 
and trained leader who understands the principles on which such 
guidance must be based. One guidance officer to head the work in 
both high and elementary schools would be needed. Tie should 
direct both teachers and special deputies in the schools. One teacher 
Ll the high school mTght be deputized to specialize on leadership in 
this line. His other vfork should be lightened accordingly. All the 
teachers should make a study of some of the standard books and 
articles on the subject, for one of the most important factors in 
vocational guidance is the building up of a wide knowledge of voca- 
tions, their obligations, limitations, and rewards. Everj^^ school sub- 
ject should contribute something to this end. 

The school has as yet done little or nothing toward setting up 
a system of guidance. The commission recommends that steps be 
taken to introduce such work, gradually if necessary, but with the 
serious intention of giving it an important place in the administra- 
tion and instruction of the schools. 

5. BUILDING AND EQUIPMENT. 

The high-school building is situated on high ground, overlooking 
the lower portion of the town. As an architectural feature of the 
town it is well designed and well located, but as a school building 
to be used for school purposes there are some unfortunate features 
both of location and design. The first thing that obtrudes itself on 
the attention of a school man is the utter absence of playground space 
adjoining the school. This is not compensated for by the fact that 
there is a public playground in the town, for other schools besides 
this one lack adequate playgrounds, and the public playground is 
neither sufficiently large nor sufficiently near any one of them to be 
adequate for all. Every school needs its own playground, and in 
a small town there is usually no good reason why it should not have 
one. This is a condition for which the community should find a 
remedy. A serious mistake has been made in the past with regard 
to this important matter, but nothing whatever can be gained by 
seeking to place the blame for it. The only thing to do now is to 
find some way to remedy the blunder by providing for the high school 
an ample playground over which the high school shall have control 
and on which its students shall always have the right of way. 



156 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

The building is adequately lighted, but four of the rooms are not 
properly lighted. They receive the greater part of their light from 
the rear, instead of only from the left as they should. The only 
rule now approved by the best authorities on school hygiene is that 
all rooms where writing or drawing is done shall be lighted from the 
left only, that the clear glass window area shall be not less than one- 
fifth of the floor space (better one-fourth if there are neighboring 
obstructions to light), that the windows shall reach to or very near 
the ceiling and be at least half as long as the room is wide, and that 
the windows be grouped in threes or fours with narrow beveled 
mullions between the sashes instead of wide pillars as was customary 
in the past. 

Another fault in the design of the building is that most of the 
rooms are too large, while the small rooms are too small. 

The building is well cared for and kept in excellent repair. It is 
a matter especially to be commended that the window shades were 
all in good order and were for the most part being intelligently used 
by the teachers. This is a rather exceptional condition, though ob- 
viously it ought to be the case throughout the schools everywhere. 

We have already mentioned the entire inadequacy of the space 
available for the cafeteria. 

One very desirable feature of equipment in which this school is 
unusually rich is that of artistic pictures and casts. These may con- 
tribute largely to general as well as to sesthetic education if they 
are wisely used and all their possibilities realized. In spite of the 
general wealth of pictures some rooms are nearly bare. It would be 
well therefore to redistribute the j^ictures at the expense of the corri- 
dors and to the benefit of these rooms. It would be well also to stim- 
ulate gifts of pictures hj graduating classes and alumni until every 
room is well supplied. 

The school lias some good maps, but not enough. History, English, 
and classical literature and languages, commercial and economic 
studies, all require maps and charts in considerable variety. The 
school can not be considered as having adequate wall-map equip- 
ment until it has a complete set of historical maps for European and 
American history, a full set of political maps, a full set of physical 
maps, and a good assortment of blackboard outline wall maps. Also, 
if general geography is introduced as we recommend, the school ought 
to have a considerable assortment of the United States topograj^hic 
maps and special folios and a few coast charts and lake and river 
survey maps. 

The science rooms and equipment are inadequate in many ways. 

The physics room should be equipped with a demonstration table 
and a good line of demonstration apparatus, sufficient, in addition 
to that now on hand, to cover adequately by demonstrations all the 



THE WINCHESTER HIGH SCHOOL. 157 

topics included in the course. There should also be added sufficient 
storage cases in which to keep this apparatus. The physics labora- 
tory is very well stocked in some lines, but other important phases 
of the subject are inadequately provided for. This is particularly 
true as to demonstration apparatus for mechanics and sound. 

The provision of apparatus and supplies for the study of chem- 
istry is, on the whole, more complete than that for the other science 
subjects, but is none too generous. A demonstration table is needed 
in the chemistry room, as there is only one such table for the subjects 
of chemistry, biology, and general science. This is in the classroom 
adjoining the chemical laboratory and is needed for the exclusive 
use of the classes in the latter subjects. The equipment for biology 
includes several good microscopes, but beyond that there is very 
little of what should be provided. There should be a combined labo- 
ratory and classroom for these subjects, with laboratory tables for 
individual student experiments, a demonstration table for experi- 
ments to be made by the teachers before the classes, and chairs for the 
pupils to occupy during the demonstrations and recitations. General 
science should be placed in the seventh and eighth grades and 
required of all pupils. The rooms in which it is taught should be 
adequately equijDped for demonstration and laboratory experiments. 
Civic biology, including physiology and hygiene, should be made a 
stronger, more practical, and more attractive course in the ninth 
grade. 

The equipment for cooking and sewing is fairly complete and suffi- 
cient to accommodate the small numbers of high-school classes, but 
is too small for the elementary-grade classes now using it. 

The high school has no equipment at all for manual arts. Con- 
sidering the fact that so few pupils graduating from the school now 
go to college, the lack of facilities for a complete 4-year sequence 
of work in manual training constitutes a serious defect. It is found 
in many schools that many of the boys who are preparing will carry 
manual training successfully as an extra subject if they are given 
the opportunity, and such opportunity often seems to hold in school- 
boys in the college preparatory curriculum who otherwise would 
lose their interest and drop out. Then there is that large percentage 
of boys who are preparing for industrial and commercial careers. 
The latter obviously need this type of prevocational work; and at 
least some of it would be of great advantage to those boys who are 
preparing to enter office or selling positions in manufacturing lines 
and would gain much from the insight into manufacturing materials, 
tools, and processes which instruction in constructive manual work 
affords. 

The commission recommends that equipment for drawing and 
woodwork be installed just as soon as it can be done, and that this 



158 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

be followed by the introduction of forge and sheet metal woi'k and 
machine shop as fast as the classes come on prepared to do the work. 
This would mean the completion of the shop installations in four 
years. With a comjDetent instructor much of the requisite equipment 
could be made by the boys themselves as a part of their regular 
manual training practice. This has been successfully accomplished 
in many a school. 

All of this equipment, of course, will involve some outlay of money ; 
but the survey commission finds that the community can afford to 
invest it, and believes that such investment will return good divi- 
dends, first, by stimulating interest and holding pupils in school who 
otherwise would drop out, and, second, by contributing to the 
economic and social efficiency of the students. The community should 
realize that in this matter of a broader and richer program of studies 
and of adequate equipment for it, the Winchester School, though a 
splendid school in many other of its characteristics, is very decidedly 
behind the average of other schools in communities far less prosper- 
ous; hence the recommendations of the commission for a broader 
educational policy and a more liberal equipment. 

6. CONCLUSIONS AND RECOMMENDATIONS. 

1. As compared with other schools of its class, the Winchester high 
school is attracting and holding its pupils well; but not nearly so 
well as it ought and might. To this end the commission recom- 
mends a broader and more democratic educational policy, involving 
less subservience to traditional college entrance requirements, broader 
and richer curriculums for both college-bound and noncoUege- 
bound pupils, and better methods of teaching, to be brought about by 
better methods of organization and supervision. 

2. The commission especially urges cooperation between the high- 
school principals and leading teachers on the one hand and the col- 
lege authorities on the other hand. The purpose of such cooperation 
should be to broaden and enrich the college preparatory and the other 
curriculums, so that more options and more appealing types of work 
may be offered by the schools and accepted by the colleges for en- 
trance credits. Such cooperation has been carried on in the Middle 
West for two decades through the North Central Association of Col- 
leges and Secondary Schools and has resulted in great benefit to both 
high schools and colleges. 

3. The school has been criticized locally because of the alleged fail- 
ure of its graduates in colleges. Reports from the colleges indicate 
that there is little or no foundation in fact for this criticism. The real 
cause for concern lies in the fact that the school sends to college such 
a small proportion of its graduates, and that it jDrovides in both 



THE WIi;rCHESTEE HIGH SCHOOL. 159 

college-preparatory and nonpreparatory curriculums so little train- 
ing that has real significance in community life. 

4. Citizens of the community should refrain from criticism of the 
schools until they are in possession of the facts of the case. Under 
no circumstances should the administration or teachers be criticized 
before the children; and no criticism should be made publicly until 
it has first been made without avail to the administration and the 
school committee. 

5. The commission has embodied in this report constructive rec- 
ommendations for the rebuilding of the high-school curriculums, 
and urges that thoroughgoing curriculum revision be begun during 
the coming year and consistently carried out during the next four 
years. In connection with such revision, not only the arrangement 
but the content and methods of the sequences of studies should be 
carefully considered and thrashed out. Round-table meetings of the 
teachers and administrators should be held frequently for this pur- 
pose, and representatives of all departments should take active part 
in them. 

6. As to the training of its teachers, the Winchester High School 
stands well in comparison with other schools, as far as is indicated 
by college degrees, but most of the teachers are short on training in 
special professional courses for teaching. 

7. About half the teachers did a creditable amount of special pro- 
fessional reading and pedagogical study during the past year. The 
half who did less than a creditable amount should be stimulated to 
do better. Special reading circle and round-table studies should be 
organized for this purpose, and the topics of study should be deter- 
mined by the needs for improvement in the various phases of the 
school work. The philosophy of the curriculum and the general 
principles of secondary education should be studied cooperatively 
by the teachers, led by the principal. The studies should be centered 
on the special problems involved in remedying such defects as have 
been pointed out in this report in improving such conditions as have 
been described as fair or average, and in carrying to the level of 
excellence such features as have been commended as good. 

8. Sixty-seven per cent of the teachers have taken more or less sum- 
mer term or extension work of various sorts. This is well, but the 
administration should not relax effort to stimulate this kind of work 
as a means of keeping the teachers growing professionally. "One 
hundred per cent with master's degrees" is a good ideal for a teaching 
corps to set before itself. It is an ideal not likely to be reached in the 
present educational situation, but it is a mighty good one to work 
toward. Meetings in which experiences are exchanged by those who 
are taking university extension, correspondence, and summer courses 



160 SUKVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

would be useful in promoting enthusiasm and unit}^ of purpose among 
the teachers in their professional study. 

9. Study of the duty loads carried by the teachers shows that the 
loads carried by them vary more widely than is desirable, mainly on 
account of the wide variations in the sizes of the class enrollments. A 
few of the loads are too light for good economy, but only that of the 
girls' physical director is too heavy. The commission recommends 
the employment of an additional instructor, so that a full-time di- 
rector can be employed on high-school work and another on grade 
work. 

10. A study of the sizes of recitation sections reveals a wide varia- 
tion in the enrollment of the sections in different studies. Some of 
the sections are too small for reasonable economy. Effort should be 
made either to eliminate these by giving these subjects in alternate 
years or possibly by dropping the subjects in favor of others that are 
more significant and desirable, or by promoting and advertising these 
subjects in the school with a view to attracting more pupils into them. 

The ninth grade algebra sections are too large. This probably is 
one reason why they did poorly on the standard tests. The remedy 
is to form three sections instead of two. The sections so made should 
distribute the pupils according to ability. Thus more exacting re- 
quirements and greater speed may be and should be insisted on from 
the pupils having superior ability, while less speed and more drill 
and exj)lanation should be the rule for the section containing the 
slowest pupils. The middle section should progress at about the cus- 
tomary rate. 

11. A stud}' of the percentages of eliminations and failures shows 
that the losses in the Winchester High School are quite moderate. 
However, as is usual, there are wide variations among the different 
teachers in the percentages of eliminations and failures. The commis- 
sion recommends that each year a careful stud}^ be made into the 
causes of these variations, to the end that the most successful methods 
may be more generally adopted and the unsuccessful methods be dis- 
continued. 

We recommend the adoption of a system of vocational and educa- 
tional guidance, as a means both of preventing eliminations and fail- 
ures and as a means of helping bright and ambitious pupils to find 
themselves and use their opportunities to their best advantage. 

12. A study of the distribution of teachers' marks shows that the 
staff as a whole distributes its marks in a nearly ideal way, giving 
about the right percentage of marks in each of the five grades A, B, 
C, D, and E. On the other hand about half the teachers distribute 
their marks in a very erratic and unskilled manner. Such variations 
are productive of gross injustice, and supervisory measures should 
be taken to secure a better consensus of opinion as to the meanings of 



THE WIlsrCHESTER HIGH SCHOOL. 161 

the marks used, and a closer adherence by individual teachers to the 
norm established by the staff collectively. 

13. Standard tests were given in several high-school subjects. The 
showing was remarkably good in the United States history test, very 
creditable in Latin, about average in physics, French, Spanish, and 
English, and poor in ninth-grade algebra. The typing tests seem 
to indicate very creditable work. 

14. The commission finds that the teaching tends too largely to be 
bookish and conventional. We recommend that the teachers be stim- 
ulated to analyze the subject matter with regard to fundamental edu- 
cational values, and to use the project-problem method in order to 
secure these values. A few of the teachers habitually use faulty 
types of cjuestioning and class management, but most of them are 
relatively free from glaring technical imperfections. Some especially 
good methods and devices were observed. More thorough super- 
vision and more frequent teachers' round-table meetings would help 
to make the good methods more common and the technical f alts less so. 

15. The commission recommends more frequent and more skillful 
use of the socialized recitation, and of visual aids of all kinds. 

16. The gradual introduction of organized plans for directed study 
and for more extended participation by pupils in the government of 
the school is also recommended. 

17. We recommend the employment of a competent stenographer- 
secretary for the principal, who shall also act as recorder and have 
charge under the principal of all school records. The intent of this 
recommendation is to free the principal from clerical details in order 
that he may have time and strength for the intensive supervision 
which, in our judgment, constitutes the greatest need in the school. 

18. The school needs a trained teacher-librarian to be on duty 
throughout each school day, and the library needs new and up-to-date 
books in certain important lines. 

19. Adequate playground space should be provided and equipped 
for the high school. 

20. The school is in need of an additional room for a science labora- 
tory (biology) and additional demonstration tables and equipment 
for physics and chemistry. If general geography is introduced, as 
we recommend, a room should be specially set aside for a geographical 
laboratory. 

21. We recommend the immediate installation of a wood-working 
shop equipment and the installation during the next four years of 
a forge shop, bench and sheet-metal shop, and a machine shop, thus 
making possible a- four-year sequ.ence in industrial arts. 

22. The commission also strongly indorses the junior high-school 
form of school organization, and recommends that in the readjust- 
ment of the schools of Winchester adequate provision be made for this 
type of school. 

25016°— 521 11 



Chapter VI. 



RESULTS OF THE STANDARD EDUCATIONAL MEASURE- 
MENT TESTS IN THE WINCHESTER SCHOOLS. 



Contents. — 1. In the elementary schools : The Courtis arithmetic test ; the Ayres spell- 
ing test ; the Monroe silent-reading test ; the Stone reasoning test in arithmetic. 2. In 
the high school : Algebra tests ; Henmon's Latin tests ; Handschin's French and Spanish 
tests ; Sackett's scale in United States history ; Thurstone's physics tests ; English compo- 
sition test; test la typewriting. 

1. IN THE ELEMENTARY SCHOOLS. 

Mere opinon regarding the results of the teaching activities of the 
school, expressed in terms of the progress of children in some of the 
subjects, which the school offers, has given way to fairly accurate 
methods of determining the progress of pupils in such subjects as 
spelling, penmanship, arithmetic, and reading. An educational 
yardstick is now at hand by which efficiency in these subjects can 
be judged and the relative standing of schools or of classes de- 
termined. There is much of the work of every good school, how- 
ever, that is too intangible to admit of definite, precise measure- 
ment — the character-creating influence of the school, to mention but 
one illustration. On the other hand, there is much of the work of 
the school that is, or should be, definite, tangible, and hence measur- 
able. It is in this field of the school's activity that educational 
measurement tests can render a school system an important service. 

Only those tests that have been well standardized were given in 
the elementary schools of Winchester, thus making it possible to 
compare the results secured in the Winchester schools with those 
obtained in other sj^stems under the same conditions. The tests 
were : Tlie Courtis Arithmetic, the Ayres Spelling, the Monroe Silent 
Reading, and the Stone Reasoning Test in Arithmetic. 

THE COURTIS ARITHMETIC TEST. 

The most widely used test for judging of the efficiency of schools 

and classes in the operations of addition, subtraction, multiplication, 

and division with integers is that devised by Dr. S. A. Courtis, of 

Detroit. By testing thousands of children of all grades and in all 

162 



RESULTS OF EDUCATIOISrAL MEASUREMENT TESTS. 163 

types of schools throughout the country, he has formulated a stand- 
ard of attainment in both speed and accuracy by which other schools 
can be rated. 

The series consists of four tests printed on a four-page folder, one 
test to each page. Twenty-four examples of equal difficult}^ are 
given in each. A time limit is set for each test, 8 minutes for the 
additional test, 4 minutes for the subtraction, 6 minutes for the 
multiplication, and 8 minutes for the division test. Within these 
resj)ective time limits each pupil tested is required to solve as manj^ 
examples as he can. The papers are then marked for the number 
attempted (speed) and for the number which are correct (accuracy). 
In order that all tests may be standardized, no credit is given for 
examples incomplete or partially correct. The following are sam.ple 
exercises of the four tests, the remaining examples of each are of 
equal difficulty : 







Test No. I.— Addition (8 minutes). 




927 


297 


136 486 384 


176 277 


837 


379 


925 


340 765 477 


783 445 


882 


756 


473 


988 524 881 


697 682 


959 


837 


983 


386 140 266 


200 594 


603 


924 


315 


353 812 679 


366 481 


118 


110 


661 


904 466 241 


851 778 


781 


854 


794 


547 355 798 


535 849 


756 


965 


177 


192 8.34 850 


323 157 


222 


844 


124 


439 567 733 


229 953 


525 




Test No. 2.—8iihtraction (4 minutes). 






115364741 


67298125 92057352 113380938 






80195261 


29346861 42689037 42556840 






Test No. 3. — Multiplication 


(6 minutes). 






8876 


9245 7368 


2594 6495 






93 


86 74 


25 19 





Test No. If — Diinsion (S minutes). 
87)14467 86)60372 94)67774 25)9750 

OBSERVATIONS ON THE COURTIS TESTS. 

Eeference to the following table shows that there are wide differ- 
ences between schools, both in the rate and accuracy of the work in 
arithmetic. It is a rather striking fact that the average attempts of 
the eighth grade fall below those of the seventh in most cases. This 
may be due to the fact that the pupils of the seventh grade have 
had better training, or that they are a group superior in natural 



164 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

ability to the pupils of the eighth grade, or the reason may be found 
in the lessening of formal arithmetical work given in the upper 
grades. 

Among the other variations that may be noted are the scores in 
grade 4 in the Wyman and Chapin Schools, the latter surpassing the 
former both in speed and accuracy. 

Grade 5 in the Chapin School is made up of two divisions, 11 in 
one and 26 in another. The better scores made by the larger division 
is no doubt due to the fact that the brighter children of the grade 
are placed in this division. 

These inter-school and inter-room variations are of interest chiefly 
to the superintendent and the principals. Knowing that there are 
such differences, the superintendent then has the problem of discov- 
ering why the results in some schools are better than in others, and 
whether it is possible to bring the poorer schools up to standard. He 
will find that some of the differences niay be due to any one or all of 
the following factors: Different teachers, different methods, differ- 
ence in native abilities of the pupils, the j)olicy of grouping pupils 
according to abilities as shown in previous work. 

In order to discover the cause of variation the superintendent 
should supplement the standard tests by some of the intelligence 
tests and by careful observations of teaching methods. If this is done 
it may be discovered whether a class making a low score is lacking in 
ability or whether the cause may be looked for in the teaching. 

It may be said that already the superintendent is supplementing 
the subject tests with intelligence tests so as to diagnose the school 
system. The survey commission recommends that these be combined 
and that such correlations be worked out as will show definitely why 
some classes and individual pupils are not doing acceptable work. 

Inter-city comparisons. — In the next table comparisons are made 
between the results obtained in Winchester and those obtained in 
other communities. 

In the speed of addition, Winchester appears about one grade be- 
hind the general Courtis standards and two grades behind the scores 
made in the Boston schools. The medians are, however, very close 
to those obtained in Brookline and from the general tabulation of 
small cities. 

In the speed of subtraction the Winchester scores are nearer those 
of the standard and of Boston. In the fourth grade the Winchester 
score is above the others. The medians are somewhat better than 
Brookline results in the fifth grade and decidedly better in the sixth. 
Comparison with the small city standards shows Winchester above 
the fourth, sixth, and seventh grades, but below in the eighth. 



RESULTS OF EDUCATIOlsrAL MEASUEEMENT TESTS. 165 

In the speed of multiplication only tlie fourth grade median is 
above that of the Courtis standards or Boston. The fifth and seventh 
grades made scores approximately equal to the seventh, while the 
sixth and eighth grades scored considerably lower. Winchester me- 
dians are about a grade above those for Brookline and approximately 
equal to those in the small cities. 

In the speed of division Winchester medians are above the Courtis 
standards in the fourth and seventh grades, but the other three grades 
are below. They are below the Boston scores except in the fourth and 
seventh grades. Winchester stands slightly below Brookline in spite 
of the fact that it has done better than Brookline in the other opera- 
tions. The fourth and seventh grades in Winchester made scores 
higher than those in the small cities. The other grades were some- 
what below. 

In general the speed shown in the Brookline schools is somewhat 
below the Courtis norms. However, grade 4 does considerably bet- 
ter, and grade 7 also equals or exceeds the standards in all opera- 
tions except addition. Boston scores are higher than the Courtis 
standards ; so Winchester falls below these, generally b}'' at least one 
grade. Brookline is a community which is probably very like Win- 
chester, and in comparison Winchester does slightly better. The 
small city medians are usually very close to the Winchester scores 
except that in grade 7 the Winchester results are somewhat higher 
and in grade 8 uniformly lower. 

In the accuracy of addition Winchester falls considerably below 
the Courtis standards and the Boston scores. There is little or no 
improvement in Winchester through grades 5, 6, and 7. The Brook- 
line medians are almost the same as those in Winchester, and this 
is also true of the small city scores except that in grades 6 and 7 the 
Winchester medians are somewhat lower. 

The accuracy scores for subtraction are about a grade below the 
Courtis standards and Boston medians. They are somewhat better 
than Brookline scores and almost the same as the small city medians. 

In the accuracy of multiplication Winchester is below the 
Courtis standards except in grade 7 and is below the Boston scores 
throughout. Brookline is lower in the fifth but higher in the sixth 
grade. The Winchester scores are decidedly below the small city 
scores except in grade 7. 

In the accuracy of division grades 5 and 6 fall nearly a grade below 
the Courtis standards. Grades 7 and 8 practically attain the stand- 
ards, while grade 4 is substantially above. Winchester scores are 
below the Boston scores except in grades 4 and 7. They are prac- 
tically a grade below Brookline and somewhat below the small city 
standards. 



166 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



In general, the Winchester medians are lower than those with which 
they have been compared. The difference is not always great, but it 
runs as high as two grades in some places and frequently is as much 
as one grade. There are only a few rooms in which the median at- 
tainment equals the standards for the same grade. These findings 
suggest that some further emphasis on drill in the fundamental 
arithmetical operations will be profitable to the pupils making low 
scores. 

COURTIS TESTS. 
Ivtersrhool comparUon of grade medians. 





Num- 

V'er 
cases. 


Addition. 


Subtraction. 


Miiltipliration. 


Division. 


Grade anrl school. 


At- 
:empls. 


Accu- 
racy. 


At- 
temi'ls. 


Accu- 
racy. 


At- 
tempts. 


Accu- 
racy. 


At- 
tempts. 


Accu- 
racy. 


Grade IV 


121 


6.5 


59.4 


8.4 


77.1 


7.6 


63.5 


5.5 


J 








14 
12 
12 
21 
11 
34 


7:0 
7.5 
6.5 
8.0 
7.7 
5.6 


65.0 
70.0 
61.0 
70.0 
65.0 
65. 
51.9 


9.8 
8.5 
8.5 
9.0 
9.5 
9.0 
6.0 


82.9 
70.0 
74.3 
7.5.0 
84.0 
96. 7 
65.0 


7.5 
6.7 

I:§ 
?:? 

3.9 


57.5 
60.0 
.58.4 
SO. 
65.0 
73.3 
53.7 


5.5 
4.0 
7.5 
6.0 
10.8 
6.0 
3.2 




Oifford 


55 


HigMand 






,8ro 


I? uuif rd . . 


95 


Washington 

Wyn:an 


85.0 






Grade v.. . . 


139 


7.G 


69.2 


8.5 


81.9 


7.3 


69.2 


5.7 


69 2 








11 
2f) 
12 
37 
24 
29 


6.8 
8.5 
6.5 
8.2 
6.5 
7.3 


62.5 
70.8 
57.5 
73.0 
80.0 
75.0 


7.5 
8.5 
8.5 
8.0 
8.5 
- 8.6 


82.0 
81.2 
83.7 
81.8 
69.3 
82.0 


7.5 

8.4 
7.8 
7.7 
6.8 
6.7 


42.0 

78. 7 
75.0 
64.0 
7.5.0 
67.7 


6.5 
7.2 
4.5 
5.2 
6.3 
.5.4 




Chavin 


57 5 












89.2 

77 7 


Wyman 






GradeVI 


135 


8.4 


63.3 


10.2 


81.3 


8.6 


69.7 


6.5 


80.9 


C'hann 


31 
34 
36 
34 


8.8 
9.1 
9.0 
6.7 


66.7 
59.4 
66.4 
53.8 


11.6 
10.5 
11.6 
9.7 


81.7 
84.1 
87.3 
70.0 


9.0 
8.3 
9.9 

7.5 


73.3 
75.0 
75.0 
61.9 


7.3 
6.8 
7.5 
6.4 


77 7 






Wafleieh-T 


80.8 
69 


Wadleiali-8 






trade VII 


138 


9.1 


05.8 


11.5 


85.1 


10.5 


84.5 


13.6 








Prin e 


38 
28 
38 


10. G 
8.3 
8.6 


71.9 
60.8 
61.6 


13.7 
11.9 
9.1 


9.3.1 
90.8 
68.3 


10.5 
9.5 
10.8 


84.5 
62.8 
87.7 


13.6 

8.7 
8.6 


07 8 


Pii >o 


160.0 


Wao.I(igh-5 






Grade VIII 


14.5 


9.6 


72.8 


11.0 


85.7 


9.1 


74.4 


8.7 


89 7 






Wadleigh.. 


34 
39 
3G 
36 


9.5 
8.0 
10.1 
10.5 


73.7 
72.2 
68.8 
74.5 


10.9 
10.7 
10.8 
11.5 


8.5.4 

82'. 7 
87.0 


8.3 
9.1 
9.7 
9.4 


71.9 
72.9 
81. 1 

78.7 


8.5 
8.0 

8.8 
9.9 


88.3 
87.5 
8.5.5 
1Q3 


Wadleigh 


WadJoigh 

Wadleigh 







EESULTS OF EDUCATIONAL MEASUREMENT TESTS. 

COURTIS TESTS. 
Comparative (lata. 



167 



Winchester, 
1920. 



R^te. ^ 



Courtis, 
norms. 



Rate. 



Accu- 
racy. 



Boston, 
May, 1915. 



Rate. 



Accu- 
racy. 



Brookline, 
1915. 



Rate. 



Accu- 
racy. 



Small cities, 
June, 1916. 



Rate. 



Accu- 
racy. 



IN ADDITION. 

4 

5 

6 

7 

IN SUBTRACTION. 

4 

5 

6 

7 

8 

IN MCLTIPLICATION 

4 

5 

6 

IN DIVISION. 

4 

5 

8 



10.2 
11.5 
11.0 



5.7 
6.5 
10.1 

8.7 



.59.4 

63^ 3 
65.8 
72.8 



81.3 
85.1 
85.7 



63.5 

69! 7 
81.0 
74.4 



71.5 
69.2 
80.9 
90.0 



8.6 
9,8 
10 9 
11.6 



7.4 
9.0 
10.3 
11.6 



6.2 
7.5 
9.1 
10.2 
11.5 



11.1 
12.3 
13.7 



7.6 
9.3 
11.1 
12.2 
13.6 



10.5 
11.6 



4.8 
6.5 
8.7 
10.2 
12.2 



7.8 
8.9 
9.8 
10.2 



8.8 
10.0 
11.0 



THE AYRES SPELLING TEST. 



In testing the spelling ability of the children of the Winchester 
schools the Ayres Spelling Scale was used. The scale is made up of 
1,000 words most commonly used in correspondence, business, and 
books. The words are arranged in groups in order of difficulty as de- 
termined by tests given in 84 cities. Ten words were given eacii 
grade, each test being selected from the group of words upon which 
the grade average for 84 cities was 73 per cent. In other words, each 
grade in Winchester was given a spelling test upon which thousands 
of children in the United States in corresponding grades had aver- 
aged 73 per cent. The tests used are as follows : 



Fourth grade. 


Fifth grade. 


Six 


th grade. 


Seventh grade. 


Eighth grade. 


1. Eight. 


1. 


Sometimes. 


1. 


Often. 


1. Meant. 


1. Organization. 


2. Aboard. 


2. 


Period. 


2. 


Total. 


2. Distinguish. 


2. Emergency. 


3. Restrain. 


3. 


Firm. 


3. 


Examination 


. 3. Assure. 


3. Apprceiate. 


4. Population. 


4. 


Crowd. 


4. 


Marriage. 


4. Probably. 


4. Sincerity. 


5. Figure. 


5. 


Relative. 


5. 


Opinion. 


5. Responsible. 


5. Athlptio. 


6. Everything 


6. 


Serve. 


6. 


Witness. 


6. Difficulty. 


6. Extreme. 


7. Farther. 


7. 


Due. 


7. 


Theater. 


7. Develop. 


7. Practical. 


8. Knew. 


8. 


L('<lse. 


8. 


Suni-^y. 


8. Material. 


8. Proceed. 


9. Fact. 


9. 


Informatio. 


. 9. 


Course. 


9. Senate. 


9. Cordially. 


10. Public. 


10. 


Present. 


10. 


Doubt. 


10. Agreement. 


10. Character. 



168 SURVEY OF THE SCHOOLS OF WmCHESTER, MASS. 

Results of spelling test. 





Grade IV. 


Grade V. 


Grade VI. 


Grade VII. 


Grade VIII. 


Schools. 


'S. 






J2 




|8 


'3. 


II 

£8 


11 




n 


11 


■a 


ii 


Ii 


Cha in 


17 
14 
12 
12 


94 
109 
8S 
83 


.55.3 
78.0 
73.3 
69.4 


38 
50 


241 
345 


63.4 
69.0 


30 


209 


69.6 



































1 










■■ 














1 












Prirco 








35 


248 


70.9 


65 


379 


58.3 










21 
13 


ITS 
99 


85.0 
76.1 














Washington 

Wadleich 


23 


lUO 


69.7 


















72 


516 


71.7 


72 


454 


62.7 


146 


1,097 


75.2 


Wvman 


34 
123 


191 

S42 


56.2 
68.4 
73.0 


32 
142 


173 
919 


64.7 
73.0 




Combined 


137 


973 


71.0 
73.0 


137 


833 


60.3 
73.0 


146 


1,097 


75.2 




1 






i 






i 





Results of spelling tests. 





Boys. 


Girls. 


Allpupil 


s. 


Schools and grades. 


Num- 
ber. 


Word.s 
correct. 


Per 

cent 

correct. 


Num- 
ber. 


Words 
correct. 


Per 

cent 

correct. 


Num- 
ber. 


Total 
words 
correct. 


Per 

cent 

correct. 


Chapin: 


7 
6 
13 
17 

6 
9 
21 

6 
13 

9 

7 

13 

20 
12 
15 
16 
16 
21 
23 
20 

18 


33 
31 
87 
113 

42 
61 
138 

42 

48 

81 
13G 
73 

70 

48 
85 

100 
05 
76 
107 
110 
151 
129 
178 

80 


47.1 
50.2 
66.8 
66.5 

70.0 
67.7 
65.6 

70.0 

68.6 

62.2 
64.8 
52.1 

77.7 

68.6 
65.4 

80.0 
54.2 
50.7 
67.0 
68.8 
72.0 
50.1 
89.0 

54.5 
53.5 


10 
4 
15 
13 

8 
3 
17 

22 
19 
11 

12 

6 

10 

20 
20 
22 
19 
17 
18 
15 
16 

16 
16 


61 
27 
96 

96 

67 
27 
119 

46 

35 

167 
119 
61 

108 

51 

75 

172 
119 
137 
131 
129 
151 
119 
130 

93 
93 


01.0 
67.5 
63.9 
73.8 

83.8 
90.0 
70.0 

76.7 

70.0 

75.9 
62.6 
45.4 

CO.O 

85.0 
75.0 

86.0 
59.5 
62.3 
70.5 
75.9 
83.9 
79.3 
81.2 

58.4 
58.4 


17 
10 
28 
30 

14 
12 
38 

12 

12 

35 
40 
25 

21 

13 
23 

40 
32 
37 
35 
33 
39 

36 

34 
31 


94 
58 
183 
209 

109 

88 

83 

248 
255 
124 

17S 

99 
100 

332 
184 
213 
241 
239 
302 
248 
308 

191 
173 


55.3 
58.0 
65.4 
00.6 

78.0 
73.4 
67.6 

73.3 

69.4 

70.9 
63.8 
49.6 

85.0 

76.1 
69.7 

83.0 
57.6 
57.6 
69.0 
72.5 
78.0 
05.3 
85.6 

56.2 
55.8 


V 




VI 


GifTord: 

IV 






Higliland: 


Mystic: 

IV 


Prince: 

VI 






Rum ford: 

IV 


Wasliinglon: 




Wadleigh: 








VIII 1 


VIII-2 






Wvman; 

IV 







OBSKKVATIOMS ON THE SPELLING TEST. 



The words selected from the spelling tests were so chosen that the 
standard average score is 73 per cent. In every grade but the eighth 
the Winchester schools fall below this standard. In grades 4 and 6 
it amounts to only about one-half a word. The fifth grade falls 10 
per cent below the standard, which means that out of 10 Avords the 



RESULTS OF EDUCATIONAL MEASUEEMENT TESTS. 169 

pupils misspelled one more than the average group. The seventh 
grade falls nearly 13 per cent below the standard. 

There are variations of considerable magnitude between the scores 
of various schools, and some of these scores surpass the standard to 
considerable degree. 

^Reference to the table in which the results are tabulated separately 
for the boys and the girls showed that the girls' averages are con- 
sistently higher. 

THE SILENT READING TEST. 

To test the reading ability of the children in the elementary schools 
of Winchester, the Standardized Silent Keading Tests, Form 2, de- 
vised by Walter S. Monroe, were given. This test, samples of which 
are given here to indicate its character, is a test of both speed and 
comprehension in reading. 

Grades 3, 4, and 5. 

City State Date 

Pupil's name Age Grade 

School Teacher 



DIEKCTIONS FOE GIVING THE TEST. 

After telling the children not to open the papers, ask the children on the 
front seats to distribute the papers, placing one upon the desk of each pupil 
in the class. Have each child fill in the blank space at the top of this page. 
Then make clear the following : 

INSTRUCTIONS TO BE READ BY TEACHER AND PUPILS TOGETHER. 

This brief test is given to see how quickly and accurately pupils can read 
silently. To show what sort of test it is, let us read this : 

I am a little dark-skinned girl. I wear a slip of brown buck- 
skin and a pair of soft moccasins. I live in a wigwam. What 
kind of girl do you think I am? 

Chinese French Indian African Eskimo 

The answer to this exercise is "Indian," and it is to be indicated by draw- 
ing a line around the word. The test consists of a number of exercises like 
this one. In some of the exercises you are told to draw a line around the 
word which is the right answer, or to mark it in some other way, and in some 
you are to write out your answer. If an exercise is wrong it will not count, 
so it is wise to study each one carefully until you know exactly what you 
are asked to do. The number of exercises which you can finish thus in five 
minutes will make your score; so do them as fast as you can, being sure to 
do them right. Stop at once when time is called. Do not open the papers 
until told, so that all may begin at the same time. 

The teacher should then be sure that each pupil has a good pencil or pen. 
Note the minute and second by the watch and say, " Begin." 



170 SURVEY OF THE SCHOOLS OF WINCHESTEK, MASS. 

ALLOW EXACTLY FIVE MINUTES. 

Answer no questions of the pupils which arise from not understanding what 
to do with any given exercise. 

When time is up, say " Stop " and then collect the papers at once. 

No. 1 (Rate value 9; comprehension value 1.1). 

The little red hen was in the farmyard with her chickens, when she found 
a grain of wheat. " Who will plant this wheat?" she said. 

Draw a line under the word which tells where the little red hen was. 
barn chicken house feed bin farmyard 

No. 2 (Rate value 9; comprehension value 1.1). 

Nowhere in the world do the children have so many good times as in Japan. 
They are allowed to play anywhere, and there are all sorts of toys and games 
for their amusement. 

Are the children of Japan happy? Answer with "Yes" or "No." 



No. 3 (Rate value 6; comprehension value 1.3). 

I have red, yellow, and blue flowers in my hand. If I place the red and 
yellow flowers on the chair, which color do I .still have in my hand? 



No. 4 (Rate value 7; comprehension value 1.4). 

A donkey, a cat, and a dog went for a walk. After a long time they came 
to a farmyard. A rooster stood on the gate, crowing and screaming. 
Where was the rooster? 



QrADES 6, 7, AND 8. 

The directions for giving the test were the same as for the 3, 4, 
and 5 grades. Some of the questions follow : 

No. 1 (Rate value 9; comprehension value 2.0). 

Mrs. Bird was a timid, blushing little woman about 4 feet in height, and 
with mild blue eyes, and a peachblow complexion, and the gentlest, sweetest 
voice in the world. 

How tall was Mrs. Bird? 



No. 2 (Rate value 7; comprehension value 2.1). 

Carbon dioxide is injurious to people. Plants give off carbon dioxide at 
night and take it up in the daytime. 

Is it a good plan to have plants in the room where you sleep? 



No. 3 (Rate value 13; comprehen.sion value 2.7). 

Everyone hates a tattler. The tattler is the object of disgrace on any play- 
ground. But everyone respects a truthteller when wrong has been done. A 
little girl of 9 was brought into court as a witness to tell all she knew of a 
crime that had been committed. 

Will she be disgraced if she tells what she knows? Answer " Yes " or " No." 



RESXJLTS OF EDUCATIONAL MEASUKEMENT TESTS. 



171 



Results of reading tests tabulated (median scores — rate and compreJiension). 
Monroe reading test grade medians. 





Grade IV. 


Grade V. 


■ 
Grade VI. 


Grade VII- 


Grade VITI. 


Schools. 


1 


. II 


4 


tf 


If 




X 


u 

II 






S53 




1 


ll 

8^ 


C hapin 


19 

14 

12 
11 


101 14 

1 
108| 19 


10 

28 

11 
40 


101 

108 

108 
114 


14.5 
18 

20 
21 


30 


108l 19 
































Gilford 




























i 


1 






Hijland 


lOS 

108 


19.."i 








1 








M-Rlie 


18 














1 










i 








33 


103 


24 
35 


36 
35 


! 

108 24 










23 
13 


■■" '! 

101 18 

m- 21 








108 


24 






p.. 

1 


Washijigton 


22 


108 


22 








1 






Waileigh 






38 
35 


132 
124 


38 
24 


37 
37 


124 
140 


29 
35 


31 
40 
38 
36 


1401 37 


Wvman 


35 


108 


18 


31 


ins 


21 


113 32.5 

118.5! 29 

140 43 

-i . 








1 -. 












Grade totals 

Monroe standards. 


127 



106. 6 19 
80, 14.5 


142 


108.7 
93 


20.5 
20 


136!ll7. 7 

i "^ 


26.4 
21 


145 


119 
102 


28.5 
24 


145 




126. 4 34 
108 27.5 



.-^TIONS ON THE EEADING TEST. 



In this test the grade medians for Winchester, both for speed and 
comprehension, exceed the standard median to a considerable degree. 
Frequently this excess amounts to a full grade. For instance, the 
Winchester sixth grade median is 117.7 for speed and 26.4 for compre- 
hension, which exceeds the standard both for rate and comprehen- 
sion of the seventh grade. In fact, the sixth grade rate in Win- 
chester exceeds the standard eighth-grade rate. Only a few rooms 
in the whole sj^stem fail to equal or exceed the standards. 

There are some variations among the schools. For example, the 
rate in the fourth grade varies from 105 to 114 and comprehension 
from 14 to 21. The rate and comprehension in the Chapin School 
are uniformly lower than in the other schools. This is no doubt 
due to the fact that most of the children in that school come of 
foreign parentage. Yet the Chapin School compares favorably with 
the Monroe standards. 

The following tables show the scores made in Winchester in 1918 
and in 1920. It is interesting to note that the score in 1920 is much 
higher, both in rate and in comprehension, than in 1918. 



172 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

Comparison of speed of silent reading. 



Grades. 


IV 


V 


VI 


VII 


VIII 




83.6 
106.6 


84.3 
108.7 


113.0 
117.7 


112.0 
119.0 


98. 


May 1920 . 


126.4 







Comparison of comprehension in silent reading. 



Grades. 


IV 


V 


VI 


VII 


VIII 




12.7 
19.0 


14.7 
20.5 


20.6 
26.4 


21.4 
28.5 


22.8 


May, 1920 


34.0 







THE STOXE REASONING TEST IN ARITHMETIC. 

Although no very scientific standards for reasoning ability in 
arithmetic have been developed, the Stone Reasoning Test is used 
more than any other test of this nature. The test is printed here. 

(Solve as many of the following problem.s as you have time for; work tliem 
in order as numbered:) 

1. If you buy 2 tablets at 7 cents each and a book for 65 cents, how much 
change should you receive from a two-dollar bill? (1.0.) 

2. John sold 4 Saturday Evening Posts at 5 cents each. He kept one-half the 
money and with the other half he bought Sunday papers at 2 cents each. How 
many did he buy? (1.0.) 

3. If James had 4 times as much money as George, he would have $16. How 
much money has George? (1.0.) 

4. How many pencils can you buy for 50 cents at the rate of 2 for 5 cents? 
(1.0.) 

5. The uniforms for a baseball nine cost $2.50 each. The shoes cost $2 a pair. 
What was the total cost of uniforms and shoes for the nine? (1.0.) 

6. In the schools of a certain city there are 2,200 pupils ; one-half are in the 
primary grade, one-fourth in the grammar grades, one-eighth in the high school, 
and the rest in the night school. How many pupils are there in the night 
school? (1.4.) 

7. If 3i tons of coal cost .$21, what will 5i tons cost? (1.2.) 

8. A news dealer bought some magazines for $1. He sold them for $1.20, 
gaining 5 cents on each magazine. How many magazines were there? (1.6.) 

9. A girl spent one-eighth of her money for car fare, and three times as 
much for clothes. Half of what she had left was SO cents. How much money 
did she have at first? (2.0.) 

10. Two girls receive $2.10 for making buttonholes. One makes 42, the other 
28. How shall they divide the money? (2.0.) 

11. Mr. Brown paid one-third of the cost of a building; Mr. Johnson paid 
one-half the cost. Mr. Johnson received $500 more annual rent than Mr. 
Brown. How much did he receive? (2.0.) 

12. A freight train left Albany for New York at 6 o'clock. An express train 
left on the same track at 8 o'clock. It went at the rate of 40 miles an hour. 
At what time of day will it overtake the freight train if the freight train stops 
after it has gone 56 miles? (2.0.) 



i 



RESULTS OF EDUCATIONAL MEASUREMENT TESTS. 



173 



The time allowance is exactly 15 minutes. The problems are 
graded in difficulty, each problem having a. score value commensurate 
with its difficulty. No credit was allowed for partially correct or 
partiall}^ complete answers. 

Results of the reasoning test. 



Scliools and grades. 



Pupils. 



Total 
examples 

at- 
tempted. 



Total 
examples 
correct 



Per cent 
of 

accuracy. 



Total 
credits. 



per 
pupil. 



Average 

attempts 

per 

pupil. 



Average 

examples 

right per 

pupil. 



Chapin: 

IV 

V 

V 

VI 

Giflord: 

IV 

V 

V 

Higliiand: 

IV 

Mystic: 

IV 

Prince: 

VI 

Vila... 
VII b... 
Rum ford: 

IV 

Washington: 

v'.'.'.'.'.'. 

Wadleigh: 

VI-7.. 

VI-8.. 

VII-.5.. 

VII-6.. 

VIII-1.. 

VIII-2.. 

VIII-3.. 

VlII-4.. 

Wymaii; 

IV 

V 



11.1 
15.0 
31.4 



3.5.3 

17.7 

30.7 

52.1 
50.5 
50.9 



33.0 
31.1 

62.1 

50.1 
62. 3 
72.9 
72.1 



13.7 
44.6 



23.6 
16.0 
90.4 
211.6 

42.4 
44.6 
140.1 

19.0 

36.8 

190.4 
270.8 
136.6 



34.2 
49.0 



185.4 
280.6 
313.6 
320.8 
342. 
268.2 
413.6 

40.6 
130.2 



10.5 
10.7 
10.1 
9.6 

8.3 
9.0 



9.0 
10.3 
10.2 



7.4 
6.8 

10.4 
9.4 
10.7 
10.4 
10.8 
10.3 
10.2 
10.9 

S.6 
9.0 



1.2 
1.6 
3.2 

5.8 

3.0 
3.5 
3.4 

1.7 

3.3 

5.0 
5.2 
5.0 



Grade averages in the reasoning test. 



Grade. 


Pupils. 


Total 
examples 

at- 
tempted. 


Total 
examples 
correct. 


Per cent 

of 
accuracy. 


Total 
credits. 


Average 
credits 

per 
pupil. 


Average 

attempts 

per 

pupil. 


Average 
examples 

^$1 


Grade IV 


123 
141 
137 
137 
146 


1.111 

1,259 
1,344 
1,426 
1,538 


283 
448 
759 
838 
1,067 


25.5 

34.8 
56.4 
58.8 
69.4 


290.4 
470.3 

1,001.? 
1,344.6 


2.4 

6^5 
7.3 
9.2 


9.0 
8.9 
, 9.8 
10.4 
10.5 


2.3 


Grade V 


3 2 




5.5 


Grade VTI 

Grade VIII 


6.1 
7.3 







Winchester compared toith other communities in average credits per pupil. 



Cities. 


Grades. 


IV 


V 


VI 


VII 


VIII 




2.4 


3.3 
4.0 
2.2 
3.7 


6.5 
6.2 
3.9 
6.4 
4.4 
3.0 
5.0 


7.3 


9.2 


BrookUne 1916 








5.8 
8.6 
5.6 
4.0 
7.6 


7.7 


Salt Lake City 




10.5 






7.6 




1.0 


1.6 


0.4 


Fall River, 1916 













174 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

OBSERVATIONS ON THE REASONING TEST. 

Such a test as this throws light on two important phases of the 
arithmetic work of tlie schools — the rate of speed with which chil- 
dren solve reasoning problems and the accuracy of their work. Given 
the number of pupils in the classes and the number of examples at- 
tempted, and the average rate per pupil can easily be found. Given, 
in addition, the number of examples solved correctly, and the aver- 
age of accuracy for classes, for grades, for schools, and for the entire 
system can be determined. The preceding tables show these facts 
for Winchester. 

The Winchester medians are for the most part higher than any of 
the other scores, with the exception of the Salt Lake City scores. 
The Brookline and Winchester scores are practically the same. 

It is noticeable that Winchester, although falling below the other 
communities in scores made in the fundamental operations, does 
relatively better than the same communities in the problem test, which 
requires mastery of the fundamental processes and reasoning power 
as well. It should also be noted that grade 8, instead of falling below 
grade 7, as in the Courtis tests, is now substantially above. These 
facts suggest that Winchester may have struck a proper balance 
in the amount of drill in arithmetic. 

2. IN THE HIGH SCHOOL. 

An attempt has been made by the survey commission to measure 
the results of the teaching in the Winchester Pligli School by means 
of some of the tests that have lately been devised for the achievement 
of pupils in high-school subjects. Relatively few of these high- 
school tests have as yet been thoroughly standardized ; and therefore 
the results are relatively far less significant than the results in ele- 
mentary work, wherein the tests used afford norms for comparison 
based on the achievements of large numbers of pupils in many typical 
localities. Nevertheless, it was thought desirable to use as many 
such tests as were available and could be given without too much 
disturbance of the school program. In making choice among avail- 
able tests the aim was, as far as possible, to select those which seemed 
to have the most merit for testing purposes for the type of school 
under investigation, giving preference, where there was opportunity 
for choice, to such as have been most thoroughly standardized or 
have been used in other surveys. Thus the results of the tests, to 
some extent at least, afford a means of comparing the results of 
teaching in Winchester High School with that in other schools. 

Such comparison is useful as an end in itself; but perhaps the 
greatest value in the tests consists in giving the teachers experience 



RESULTS OF EDUCATIONAL. MEASUREMENT TESTS. 175 

in their use. By such means only can teachers be thoroughly con- 
vinced of the utility of objective measurement of the results of their 
work. Moreover, it is only by much experience with the tests that 
the enthusiasm and initiative of teachers can be enlisted in the work 
of improving, standardizing, and extending them, so that they can 
be used as measuring rods for evaluating the absolute achievements 
of pupils, the rates of their progress in learning, and the relative 
merits of the different methods of instruction that may be used. 

The tests were given by the teachers with the assistance and under 
the general direction of a member of the survey commission. 

ALGEBEA TESTS, 

Monroe's Standard Research Tests ^ in Algebra were given on 
May 4 to all pupils in the ninth grade and to the 16 pupils of the 
twelfth grade in the class in review algebra, those reviewing the 
subject in preparation for college entrance examinations. 

The contents of the tests are as follows : 

I. Multiplication of a binomial by a numerical factor, 89 examples typical of 
tlie 7 possible forms. l-J minutes. 

II. Reduction of fractional expressions to a common denominator. 3 minutes. 

III. Finding the value of x in equations of the form ±aa;=±6, leaving the 
result in fractional form. 27 examples. 1 minute. 

IV. Transposition. 14 examples. 2 minutes. 

V. Collection of terms. 14 examples. 3 minutes. 

yi. Complete solution of simple equations. 14 examples, 12 minutes. 

The first four tests were given on one da3^ and the last two on the 
following day. llie tests were scored by the teachers, and the 
report blanks filled according to the printed directions accompany- 
ing the score sheets. The collective results are presented in the 
tables which follow. 

1 For moi-e detailed information about these tests, see Monroe, De Voss, and Kelly, Edu- 
cational Measurements, Houghton, Mifflin Co., 1917, pp. 224^33. Also School Eeview, i!3 : 
159-171. 



I 



176 SURVEY OF THE SCHOOLS OF WIISTCHESTEE, MASS. 

Monroe's Standard Research Tests in Algeira. (Speed.) Grade IX. 



Number attempted. 


Tests. 


I 


II 


III 


IV 


V 


VI 







2 

2 

i 

21 
9 

2 






s 













2 
5 
5 

10 
■6 
4 
5 
5 

4 
4 
3 
3 
2 

4 


1 










1 
1 

9 

1 


2 


1 
2 











1 

3 

1 

4 
9 
7 
8 

7 
11 

7 

1 
3 











2 
2 
2 

10 






2 




3 . 






5 

1 

1 
2 

7 

5 
5 
8 
11 
6 

2 
4 
3 
1 
1 

1 





n 


■r 


s 


10 


9 


10 










13 






15 




16 






18 


19 




20 


21 27 








Total 


63 
12.7 
12.5 
+0.2 


63 

5.1 

4.6 

+0.5 


7.9 

9.0 

-1.1 


63 
8.1 

8.8 
-0.7 


62 

9.7 

10.7 

-1.0 


63 
7.4 
7 7 


Median W. H. S 


standard 











ilonroe Standard Research Tests in Algebra. 
Grade IX. 



{Accuracy, per cent correct.) 



Per cent correct. 






Tests 








I. 


II. 


III. 


IV. 


V. 


VI. 


100 


30 

5 
7 


1 

2 
5 



1 

2 
1 
6 

2 
6 
9 
1 
30 


35 

5 
2 
4 

2 

3 
1 

1 
8 


35 
2 

12 
6 
2 

1 


1 
1 
3 


8 

13 

8 
5 

8 
2 

1 

5 





90 99 








70 79 


60 69 


2 
5 


50-59 


40-49 . . .. 


6 


30-39 




20 29 








0-9 


30 






Total 


63 


63 


63 


63 


62 








Median W. H. S 


98.6 
96.0 


20.6 
39.0 


100 
100 


100 
96 


81.5 
77.0 


11 5 


Standard 


32 








+2.6 


-18.4 





^' 


■"" 









RESULTS OF EDUCATIONAL MEASUREMENT TESTS. 



177 



Monroe's Standard Research Tests in Algebra. (Speed, number attempted.) 
Grade XII. 



Number attempted. 


Tests. 


I 


II 


III 


IV 


V 


VI 






2 
1 
5 


2 
5 

1 










3 


































1 






2 



2 


1, 


2 
1 
3 
3 
1 

2 

2 










...: 

1 
1 
1 

2 
3 
3 
5 


3 






4 


9 ::;;;:;::::;:::::::::::::::::::::::: 




3 




1 

1 

1 

2 

4 
1 
2 

1 
1 




X 

I 




2 













1 








14 






15 


























IS 










19 




















2] . . 










22 













































Total 


. 16 


16 


16 


16 


16 


16 






Meiian WHS 


16.7 
14.5 


5.0 
5.4 


13.5 
11.5 


9.7 
10.2 


13.0 
11.2 


8 5 




8.3 






DifCeren^e 


+2.2 


-0.4 


+2.0 


-0.5 


+1.8 


+ 0.2 







Monroe's Standard Research Tests in Algebra. {Accuracy, per cent correct.) 
Grade XII. 



Per cent correct. 


Tests. 


I 


II 


III 


IV 


V 


VI 




9 
4 
2 
1 












5 
2 
2 


2 

3 


11 
2 




1 
1 





10 
3 
2 

1 








3 
6 
7 













90 99 


I 







70 79 


2 




2 






40-49 


2 


30 39 


3 


20 29 


1 









2 






Total 


16 


16 


16 


16 


16 


16 






Median W. H. S 


100 
96 


6.5 
39 


100 
100 


100 
96 


91.7 

77 


50 


Standard C IX 








Difference 


+4.0 


+26.0 





+4.0 


+14.7 


+ 18.0 





By comparing the medium speeds of the 63 ninth-grade algebra 

pupils in Winchester High School with Monroe's standard median 

it will be seen that the median Winchester speed is nearly the same 

as the median speed of the 2,000 pupils in 24 cities from whose scores 

25016°— 21 12 



178 SURVEY OF THE SCHOOLS OT WHSTCHESTER, MASS. 

the standard medians are derived. The tendency of Winchester 
pupils is to work one less example in Test III, finding the value of x, 
and to work one less in Test V, collecting terms. In the other 
tests, the differences are fractional, two being lower and two higher 
than the norm. 

In accuracy Winchester makes a good showing on the four easiest 
tests and a very poor showing on the two most difficult ones — II, 
reduction of fractions, and VI, complete solution of simple equations. 
In each of these two tests 30 pupils out of 63, or nearly half, were 
unable to solve correctly more than 1 example out of every 10 that 
they attempted. Considering the easy character of these examples, 
and notwithstanding the time limits, which, of course, were applied 
to all the 2,000 pupils with whom they are compared, these pupils 
have shown themselves to be very inaccurate in doing the relatively 
more difficult -work. 

It is, of course, too late for any suggestions from the commission 
for applying remedies in the care of this class; but precautions 
may be indicated which may prevent a repetition of these deficiencies 
next year. 

1. Use similar tests at frequent intervals, study individual papers, 
diagnose wealaiesses, and prescribe and enforce an adequate amount 
of corrective practice and rapid drill with many easy examples in- 
volving the processes in which the students prove themselves to be 
weak. By using Monroe's examples as models, the teacher can make 
up examj^les that are like them, but with different letters and numer- 
ical factors. These will have approximately the same degree of 
difficulty and the same forms as the examples of the original tests. 

2. Make three recitation sections in algebra in place of the two 
oversized ones ; and as far as the limitation of the school-time sched- 
ule Avill admit, group the " fast " pupils in one, the " medium " pupils 
in another, and the " slow " pupils in the third. Adapt the subject 
matter, the methods and the speed in each grouj) to the median ability 
of the group, and shift pupils from one group to another when it 
is found that they will do better work in consequence of such a 
shift. This plan might be more easily feasible if the division were 
made at the beginning of the year on the basis of the results of 
a group test of general intelligence, such as the Army Test or the 
Otis Test or the Haggerty Test, and the three-group principle applied 
in all studies in which the members enrolled are large enough. 

Besides being useful in measuring the results of teaching and test- 
ing out methods and devices, these objective tests, like the Courtis 
arithmetic test, should find perhaps their greatest usefulness as a 
means of diagnosing the deficiencies of individual pupils, so both 
teacher and pupil may know in just what processes the pupil's weak- 
nesses lie. When this is known additional practice on the processes 
wherein he is deficient may be provided for him. He will then have 



KESULTS OF EDUCATIOISrAL MEASUREMENT TESTS. 179 

a strong incentive to correct by intensive application the lack of spe- 
cific skills which cause his general weakness. 

Comparison of the median speeds of the Winchester senior reviev/ 
pupils with Monroe's ninth-grade standards shows that the median 
speeds for the various tests are very close to the ninth-grade stand- 
ards. They slightly exceed the standard median speed in I, multi- 
plication of binomials by single numerical factors; in III, finding 
the value of x in equation of the form ±:aa?=±&/ in V, collection 
of terms; and in VI, the complete solution of simple equations. 
Tliey fall slightlj'^ below in speed in III, reduction of fractions to a 
common denominator, and in IV, transposition. With all these 
operations there are wide and not at all regular variations among 
them in speed. 

With regard to accuracy these seniors attain median grades of 
100 per cent in the three easiest tests, I, III, and IV ; but more than 
half of them are 100 per cent accurate on the examples attempted 
in these j^rocesses. 

In V, the next hardest, the median accuracy is 91.7 per cent. In 
II and VI, the most difficult, their median accuracy as expressed in 
per cent correct of those attempted exceeds median ninth-grade 
accuracy by 26 and 18, respectively. 

It is not surprising that seniors do better than ninth graders. 
They should be expected to. Three years of high-school training 
should do much for them. So should three years of growth and gen- 
eral experience. Besides that, there are only 16 in the class ; so they 
should get the benefit of approximately 50 per cent more individual 
attention than can be given to an ordinary sized ninth-grade class, 
while yet these numbers are sufficient to insure group enthusiasm. 
Finally, all this being allowed, there is a presumably still greater 
factor to be considered. Probably most of the bunglers and incom- 
petents have been eliminated. Not all these have dropped out, how- 
ever. The distribution table shows that 3 out of the 16 attained less 
than 10 per cent accuracy in reducing fractions. That is, if these 
3 attem^pted 10, they got 1 right. 

With regard to the senior review class, then, the test has informed 
us that the seniors who have taken the review work are much more 
accurate than the ninth graders, but only a very little better in speed. 

It would be interesting and instructive next year for the teacher 
of this class to give the test to all the seniors and to learn by a com- 
parison of median grades for the practiced and unpracticed groups 
just how much of the improvement of the senior-algebra students is 
due to the instruction of the review class and how much to the other 
factors mentioned. 

The defective point of the Monroe tests from the standpoint of 
testing ability in algebra is that it tests only the abilities in processes 



180 



SURVEY OF THE SCHOOLS OF WmCHESTER, MASS. 



that should be reduced to automatism. There are in it no problems 
that require the application of algebraic principles to the solution 
of problems. They do not measure thinking power except in so far 
as automatic expertness in manipulating algebraic symbols correlates 
with thinking j^ower. 

henmon's latin tests.^ 



Vocabulary Test A and Sentence Test I were selected. Test A i.s 
one of four equally difficult tests any one of which may be chosen. It 
contains 50 Latin words the English equivalents of which are to be 
given by the pupil. These are selected from 239 words that are com- 
mon to 13 beginner's Latin books and also to Caesar, Cicero, and 
Virgil. Each word is assigned a scale value according to its difficulty, 
as determined by the percentage of a large number of pupils who 
translated it correctly, taking into account the distribution of the 
pupils in ability according to the normal probability curve. The 
words are arranged in the order of their increasing difficulties or 
scale values from helium (0.04) to quisque (4.7). Perfect score 107. 
Sentence Test I consists of 10 easy Latin sentences to be translated 
into English. They contain no word not included in the list of 239 
words above mentioned. Each sentence is assigned a scale value ac- 
cording to its difficulty ranging from " Uhi sunt copiae kostium " ? 
(1.0) to Velim fratrevi tuum roges^ ne nos reUnquat (4.6). They in- 
crease in difficulty or scale value by steps of 0.4. Perfect score 28.0. 

These two Latin tests were given to the pupils of all Latin classes 
in the four high-school grades on Tuesday, May 5. The time to be 
allowed has not been standardized, but following Prof. Henmon's sug- 
gestion 10 minutes were allowed for the vocabulary test and 15 
minutes for the sentence test. These allotments proved to be suf- 
ficient. The results are given in the table below. 
Henmon's Latin tests. 





Grade IX. 


Grade X. 


Grade XI. 


Grade XII. 


VOCABULARY TEST A. 

Median number correct: 


36.0 
33.0 

72.0 
66.0 

70.3 
71.0 

13.6 

mo 

48.6 
25.6 


44.0 
39.0 

88.0 
78.0 

87.7 
84.0 

20.0 
13.8 

71.4 
49.3 


47.0 
44.0 

94.0 
88.0 

98.7 
95.0 

26.2 

18.2 

93.6 
65.1 








Median per cent correct: 

Winchester High School . 


96 6 


Henmon's Standards 


90 


Median sum of scale values: 




Henmon's Standards 


97 


SENTENCE TEST I. 

Median sum of scale values: 

Winchester High School 


26.5 


Henmon's Standards 


21.0 


Median percentages: 

Winchester High School 


94.6 




74.9 







2 The^e tests and their derivation and uses are fully described In the Journal of Edu- 
cational Psychology, 8 : 515-38, 58<J-99, Nov.-Dec, 1917. They are on sale by Dr. V. A. 
C. Henmon, University of Wisconsin, Madison, Wis. 



RESULTS OF EDUCATION" AL MEASUEEMEiTT TESTS. 181 

From a glance at the results two facts are apparent : 

1. There is a consistent increase in median ability in both tests 
from the ninth graders to the seniors, as there should be, indicating 
steadily growing ]power in the classes from grade to grade in both 
vocabulary and translation. 

2. In each of the four grades the median ability of the Winchester 
pupils, as measured by the tests, is distinctly higher than the median 
ability of the corresponding grade in about a score of high schools 
on the achievements of Avhose pupils the standards are based. There 
is a slight exception in the case of the median sum of scale values 
in vocabulary in the ninth grade; but the discrepancy is small and 
may be accidental or might be reversed in another test or with a 
larger number of pupils. Another interesting feature is that the 
superiority of the Winchester pupils with respect to the standards 
is noticeably greater in the case of the sentence test than in that of 
the vocabulary test. In other words, they are superior in the higher 
and more significant kind of ability. As is usual there were wide 
variations among the scores of the individual pupils, some making 
scores far above the median and others far below it. Incidentally, 
an interesting fact with reference to the influence of textbooks turned 
up in connection with the tests. The first-grade girls are segregated 
from the boys and use a text which stresses vocabulary work, while 
the boys use another text which stresses sentence work. Both groups 
ran true to form, the girls doing better than the boys with the vo- 
cabulary test and the boys better than the girls with the sentence 
test. This might be interpreted as a sex difference, if the books 
used in the two classes had been the same ; but even in that case it 
could not be accepted as a conclusion without further testing. 

To the extent then that these tests are valid in measuring efficiency 
in the teaching of Latin the results are quite positively creditable to 
the present conduct of that department of the school work. This 
should be gratifying to the administration and the community, be- 
cause in the recent past complaints have been made about the teaching 
of this subject; and these complaints seem to have been founded on 
some really existing defects in the teaching. Of these, the relatively 
high percentage of eliminations and failures in that subject shown 
in a foregoing table give a noteworthy indication. The test indicates 
that the changes made to remedy this condition have been effective. 

HANDSCHIN's FRENCH AND SPANISH TESTS.^ 

Previous to the survey, the teachers of French and Spanish had 
ordered and received the silent reading tests in these languages, 

« These tests may be purchased from the World Book Co., Yonkers, N. Y. 



182 



SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 



designed by Prof. Handschin, of Miami Univei'sity, Oxford, Ohio. 
One -of these tests had been given previous to the sur\'ey, and the 
other was given during the progress of the field work. These tests 
are modeled after the Kansas Silent Beading Test, and consist of 
problematic questions — 12 in French in the one case and 14 in 
Spanish in the other. Each question is to be answered by a single 
word in French or Spanish, according to the language of the test, 
and therefor each answer is marked either right or wrong. They 
are not yet standardized by the evaluations of the questions, so the 
teacher is directed to assign 3 points to each correct answer. Per- 
fect score for French, 36 ; for Spanish, 42. 
The following table a'ives the median scores: 



Handsel) ill's French and Spanish Tents, Wincheater Higli School. 





Grade. 


Pu- 
pils. 


Points made (by correct answers). 


&U^)jCCt. 


Be- 
low 
S. 


8-12 


13-17 


18-22 


23-27 


28-32 


33-37 


38-42 


Me- 
dian. 


French IC 


Tenth. 

Tenth 

Tenth.. 

Eleventh.... 


It 
16 
14 
IS 


4 
8 
4 
1 


4 
5 
6 
3 


4 
1 
1 
4 


2 
2 
2 

7 










nn 


French I \ 










"> 




2 










French IIA 




1 




18 






Standard 1 
























SpauishiA 


Tenth-. . .. 









1 
3 



4 
3 
6 


10 

2 
4 


2 









18 


Spanish IB 


Tenth 







1 




15 


Spanish il 

























Pli-^ndqrH 5 .... 




















17 



























1 Handschin 's tentative standard for first-year French, 9th grade. 
- nandschin's tentarive standard for first-year Spanish, 9th grade. 

It should be noted that the Handschin tentative standards are for 
the ninth-grade pupils in first-year French or Spanish, while these 
pupils who are in their first year's study of these languages are in 
the tenth grade, and therefore approximately a year older than 
those on whose achievements the standards are basecL Also second- 
year pupils in both languages are included, and these are in the 
eleventh grade. The standards are not A^ery significant, being based 
on the achievement of only a few pupils. 

It will be seen that, of the three sections in first-year French, the 
median of one equals the tentative standard for the ninth grade, 
while one is higher and the third is lower. That in the second-year 
or eleventh-grade French is douhle the ninth-grade standard. 

In Sjianish one tenth-grade first-3'ear section makes a median score 
above the tentative standard, and the other first-year section and 
the second-year section are two points below the standard. These 
results do not seem to point to any significant interpretations as to the 



EESULTS OF EDUCATIONAL MEASUEEMENT TESTS. 183 

general quality of the teaching, but they suggest several pertinent 
queries for which the teachers should endeavor to find answers: 

1. Why did French IC section do nearly 25 per cent better than 
French IB (whose performance was equal to the tentative standard), 
while French lA did 16§ per cent worse than. IB? 

2. Why does Spanish lA section do 20 per cent better than Spanish 
IB ? It is one point above the Handschin's tentative median, while 
IB is two points below. 

3. The median performance of French llA, with its extra year of 
study, is just about double the median performance of the three 
first-year sections taken collectively; a superiority of 100 per sent 
from one j^ear to the next is rather unusual with most tests. What 
are the causes of it? How, if possible, may the teacher take ad- 
vantage of the underlying causes of this success in planning to im- 
prove next year's work ? 

4. Why have the second-year Spanish pupils done no better than 
the first-year Spanish pupils ? 

These questions suggests the value of such tests in diagnosis. 

SACKETT's SCALE IN UNITED STATES HISTOKY. 

This test was given to the 15 pupils of the senior class in American 
history and civics. 

Test I calls for the reason for the historic importance of each of 10 dates. 
Time, 4 minutes. 

Test II gives the names of 10 men, and the pupil is required to indicate for 
what each was celebrated. Time, 5 minutes. 

Test III names 10 historic events of importance, and the pupil is asked to 
give the name of the man prominently connected with each. Time, 3 minutes. 

Test IV lists 10 important historical terms, such as second Continental 
Cong]-ess, Dred Scott Decision, etc. ; and the pupil is asked to define each in a 
short sentence. Time, 7 minutes. 

Test V asks the pupil to make a list of all the political parties that have 
arisen in the United States since the Revolution, and to state the principle 
advocated by each. Time, 5 minutes. 

Test VI asks the student to indicate the great decisions or epochs of United 
States history. Time, 5 minutes. 

Test VII presents an outline map of the United States on which the pupil 
is to draw the land boundaries at the close of the Revolution, and indicate, by 
drawing boundaries and naming, what have been the various acquisitions of 
territory since that date. Time, 5 minutes. 



184 SURVEY OF THE SCHOOLS OF WINCHESTER, MASS. 

SacJcett's Scale in United States History, Grade XII. 







Number of pupils making score indicated. 






Test I. 


Test II. 


Test III. 


Test IV. 


TestV. 


Test VI. 


Test VII. 


oofl and above 




1 










340-349 




1 








3.30-339 1 













320-329 




1 




4 
3 




310-319 ... ... 










300-309 






2 
1 


' 






290-299 


1 
1 


3 

1 
4 




5 




2S0-289 








270-279 


3 
2 






1 


260-269. 


1 









1 


250-259 


2 


2 




1 


240-249 


1 
3 

2 
2 
3 

1 
2 
4 


2 
1 

2 
1 


5 


2 


230-239 


1 
1 
3 
1 


2 

1 
4 

2 

3 

3 
2 
3 


1 




220-229 






210-219 


. 10 




1 


200-209 


9 




190-199 


1 

1 


2 




180-189. 






170-179 


1 
3 

1 

2 


5 




3 


160-169 


2 
1 

1 

2 

2 


3 


2 


150-159 


8 




140-149 




2 


130-139 . 






2 


120-129 . . 


9 

2 

1 
2 

1 


5 


5 


2 


110-119 


I 

2 

1 
1 
2 
1 
3 
2 


i 

4 

1 
3 


3 


100-109 


' 






90-99 ,.. 


1 

5 


6 


80-89 ; ■ 


3 


2 


70-79 . .. 


5 
1 




60-69 


3 




5 


50-59 








40-49 


1 


2 
3 


2 
1 


1 






30-39 




2 


20-29 




1 




10-19 










9 




1 








4 


6 














Total. .. . 


45 

143.7 

154 

149 

90 


45 
1,55 
179 
176 
121 


45 
145 
126 
171 
106 


45 

168.3 

174 

152 

97 


45 
156.9 
142 
134 
109 


45 
203.9 
365 
203 
141 


45 


Median 


115 


University median 


146 
107 


Higli school 


81 







Directions for conducting and scoring the test are given on the 
front and back pages of the pamphlet.* 

The results of this test, given in the accompanying table, show the 
usual wide variations in the scores. They show also that the per- 
formance of this class is far above the median high-school senior's 
performance, as expressed by Sackett's standards. 

In Test V on political parties the median score of Winchester ex- 
ceeds (by 14.9 points out of a possible 431) the median score of the 
757 university students on which the university standards are based. 

In Test III the Winchester median exceeds that of the university 
students, but is less than that of the 207 normal school students, who 
in this test stand highest. 

In Test IV, VI, and VII the Winchester medians are higher than 
those of the normal school students but lower than those of the 
university students. 



« For full accounts of this test see Jour. Educ. Psych., 10 : 345-19, Sept. 19, and 
8 ; 257-74, Ma.v, 1917. They are on sale by Bn. Educ. Research, Univ. of 111., Urbana, III. 



RESULTS OF EDUCATIONAL MEASUREMENT TESTS. 185 

In Tests I and II the medians for Winchester lie between those 
for the normal schools and those for the high schools, and are nearer 
the former than the latter. The high-school medians are based on 
the performance of 668 i3npils. 

These result:^ are very creditable to the school and indicate live 
teaching of history. 

thuestone's physics test i.^ 

This is one of a series of tests designed by a committee of the 
Society for the Promotion of Engineering Education to replace the 
ordinary college entrance examination and to serve as a part basis 
for educational and vocational guidance after the student has 
matriculated. 

It consists of 25 problems, each of which requires knowledge of an 
important principle of physics and the ability to think straight. The 
problems are simple and at the same time very interesting. They 
constitute an excellent test of general mental proficiency in this 
subject. 

The time allowed is 30 minutes, and there are more problems than 
any but a very exceptional student might be expected to solve in that 
time. 

Every answer is marked either right or wrong, and each problem 
correctly solved counts one point. 

The problems have not yet been evaluated and standardized as to 
difficulty, and no speed norms have yet been determined. 

The table which follows shows the performance of the senior class 
of 10 boys on this test. 

It tells for each problem the number out of the 10 boys who solved 
it correctly. It also gives the speed and accuracy distributions for 
the 10 boys. 

The median score for the Winchester class is 9.5 problems solved 
correctly in 30 minutes. Thurstone's norm, taken from his curve for 
472 college freshmen and" candidates for college entrance, is 10.3. 
As a matter of fact, half the boys did 11 or better, i, e., 1| more than 
the theoretical median. We may say, therefore, that this group of 
boys, as a group, did nearly or quite as well as the 472 on whose 
performance the norm is based, half of them ranking in the better 
half of the distribution of the 472 and half of them in the poorer 
half of tliis distribution. 

5 These tests can be bought from Prof. L. L. Thurstone, Carnegie Institute of Tech- 
nology, Pittsburgh, Pa. 

The problems are reprinted in School Science and Mathematics for February, 1920. 



L 



186 SURVEY or THE SCHOOLS OF WINCHESTER, MASS. 

THURSTOXe's physics test v. grade XII. 



Problem number. 


Number 
of pupils 
answering 

each 
problem 
correctly. 


Speed 
distribu- 
tion- 
Number 
of pupils 
who at- 
tempted 

each 
number 
of prob- 
lems. 


Score 
distribu- 
tion- 
Number 
of pupils 
who solve 
correctly 

each 
number 
of prob- 
lems. 


Per cents 
correctly 
solved of 
those at- 
tempted. 


Accuracy 
distribu- 
tion- 
Number 
of pupih 
getting 

each 
per cent 
correct. 


J 


3 

.5 
1 
3 
5 
4 
7 
9 
.5 
S 
10 
1 
6 
1 
5 
4 

2 
6 

3 
3 
2 







0- 9 
10-19 
20-29 
30-39 
■10-49 
50-.-)9 
60-69 
70-79 
RO-89 
90-99 
100 




2 








3 







1 








1 






1 
2 









4 






3 






2 




9 ... 





1 


10 








11 




2 
1 












2 






U 








1.5 




1 








1 






17 








IS 










I'l 


2 


1 












'l\ 


2 
1 
















^2^ 








21.. 
































10 
20 


10 
9.5 
10.3 




10 






57.5 


Thurslonc's norm 













This means that the}^ make a satisfactory showing among the. can- 
didates for admission to engineering colleges from other schools. 
This achievement is on the basis of a much fairer and more efficient 
test than those usually given for college entrance. That it is a 
superior test was evidenced by the reaction to it of the boys them- 
selves. They entered into it with zest, and expressed themselves as 
greatly pleased with it and interested by it. That they were sincere 
can not be questioned, for after time was called they remained in 
the room with the member of the commission and the teacher, enthu- 
siastically discussing the different problems until the latter was 
obliged to send them aAvay to their other work. They agreed quite 
joositively and v;holly spontaneously that this was a much fairer type 
of test of ability than the eastern college examinations; and they 
have a good basis for judgment, for the college entrance questions 
are used frequently as a basis for practice and testing during and 
near the close of the year. 

THE ENGLISH COMPOSITION TEST. 

A topic of general interest to the pupils was assigned without 
warning when they appeared in their English classrooms on May 7. 



RESULTS OF EDUCATIONAL MEASUEEMENT TESTS. 



187 



The time given was 40 minutes. The teachers vvho had previous ex- 
perience in the use of Thorndilce's extension of the well-known 
Hillegas " Scale for the Measurement of Quality in English Compo- 
sitions by Young People," scored tlie papers. The Nassau County 
extension of the Hillegas Scale, by Trabue, was used. This scale was 
selected because it has been used in several other surveys, and there- 
fore gave a wider basis for comparison. 

The annexed table gives the results. The steps of the scale are 
printed in the left-hand column, and the number of pupils whose 
compositions were assigned each of the scale values is given in the 
successive columns of the right of it. These are distributed by 
grades, the totals for each grade and for the school being given in the 
last five columns. In the columns 2 to 9, each of the four-grade dis- 
tributions is segregated into two groups — those in the commercial 
and the general curriculum, and those in the college and the tech- 
nical preparatory curriculm. This enables a comparison to be, made 
between the college preparatory and the noncoUege preparatory 
groups, as to their ability in composition as measured by the scale.^ 

English composition — Numhers of pupils who wrote compositions of the quali- 
ties indicated at left. 



> - 


Grades. 




IX 


X 


XI 


XII 


IX 


X 


XI 


XII 






t 


























Composition quality. 




Si! 


. 


'^ 


. 


ti 
















§ 


o 




f? 


a 


o 


a 


o 














M 


1 




g 


M 


S 


M 


a 














.3 


g 


3 


V. 


2 


V. 


.2 
















"■ 


H^ 


y, 




^. 




y. 
















s 








a 


1 




1 


■3 


-i 


-i 


3 


1 






























'^ 


•o 


■ ^ 


o 


"^ 


o 




" 


^ 


^ 


^ 


H 


m 


3 8 


1 

26 
26 
3 
2 














1 


54 
13 






1 

■■'is' 

28 
9 


1 




10 
28 
10 


1 

30 
10 


1 

14 
12 

1 


3 
21 
8 
3 






2 

44 
22 


3 
28 
22 

3 






7 
14 


10 
15 
4 


3 
13 
5 


139 




85 




15 










Total 


58 


48 


41 


28 


35 


21 


29 


22 


106 


69 


56 


51 


281 






Winchester High 




























ScTiool 


5.58 


6.05 


6.22 


6. .52 


6.41 


6.85 


6.90 


6.94 


5.83 
5. S3 
6.69 


6.31 
6^93 


6.48 
6.27 
7.24 


6.89 
6.64 
7.54 




St P anl Minn 




Mobile, Ala 




















Mobile Co., Ala 


















5. .56 


6.,S8 


6.0.5 


fi.77 




Nassau Co., N.Y.... 


















5.00 


5. 25 


5.68 


0.94 




So. River, N.Y 


















5.18 


5.02 


5.95 


6.30 




Trabue's Standards 


















6.00 


6.50 


6.90 


7.20 

























« For a full account of this scale see " Supplementing the Hillegas Scale"," published 
by Tea<;hers' College, Columbia University, N. Y., Bureau of Publications. 'iSyiis scale, 
the Hillegas Scale, and the Thorndike Extension of the Hillegas Scale, may be p4irchased 
from the same bureau. 



188 SURVEY OF THE SCHOOLS OF WHsTCHESTER, MASS. 

The table reveals the following facts : 

1. Of the ninth and twelfth grade pupils, the range in quality is 
from 3.8 (about fifth grade ability) by 1 pupil to 8 by 2 pupils. 
The range in the tenth and eleventh grades is from 5 to 8. Out of 
281 pupils, 180, or 64 per cent, wrote compositions of quality 5 or 6 ; 
of the seniors 37 out of 51, or 72.6 j^er cent, attained quality 7.2 or 8, 

2. Quality 7.2 was attained by 12.3 per cent of the ninth grade, 
31.9 per cent of the tenth grade, 39.3 per cent of the eleventh grade, 
and 65 per cent of the seniors. 

3. Quality 8 was attained by 1.8 per cent of the ninth grade, 1.4 
per cent of the tenth grade, 5.4 per cent of the eleventh grade, and 
17.6 per cent of the seniors. 

4. The median ability of the Winchester pupils as judged by their 
teachers is very close to that of the St. Paul high school pupils as 
judged by Dr. Trabue and his assistants. The median scores of the 
eleventh and twelfth grades in Winchester are a little higher than 
those of the corresponding grades in the St. Paul high school, and 
that of the tenth grade a little lower. No pupil in either Winchester 
or St. Paul reached quality 9. The scores of Mobile, Ala., are much 
higlier than those of St. Paul or Winchester, both of which are below 
Trabue's " Reasonable Standards." 

5. The college preparatory pupils in all four grades are distinctly 
better than the commercial and technical in composition ability. 
This is what high-school teachers generally would have expected to 
find. It probably is due to the fact that on the whole the college- 
bound group have more intellectual capacity and more ambition 
than the others. 

6. On the whole, the test shows that the results of the teaching of 
English composition in Winchester are about as good as the average 
elsewhere, and no better. This accords with the judgment made by 
observing the class work. While the teaching was good all along the 
line, and was especially to be commended for the care taken in culti- 
vating good English in oral speech, no outstanding feature of very 
superior quality of work was observed; nor was there any evidence 
of unusual enthusiasm for literary study in any of the classes. It 
was just good, conscientious work. 

TESTS IN TYPEWltlTING. 

In the commercial department the standard commercial tests of the 
Remington and Underwood Companies are given at frequent 
intervals throughout the year, both for practice and for rating. 
Tests were witnessed during the survey by a member of the commis- 
sion. 



EESULTS OF EDUCATIOoSrAL MEASUEEMENT TESTS. 



189 



The teaclier keeps a record of the scores made, and uses them not 
only for diagnoses, conference, and advice, but also for grading in 
connection with promotions. It is the practice to promote uncon- 
ditionally only those who actually make such progress that they can 
meet commercial requirements. Pupils who do faithful work but 
are below these requirements are given credit for graduation, but 
are shifted to other subjects and are not allowed to go gn in type- 
writing. The same rule is applied in bookkeej)ing. As these courses 
are frankly vocational, this policy is obviously a good one. 

Too many schools turn out pupils with commercial diplomas who 
are not capable of doing the kind of work for which they apply. 
This discredits the school; and it also makes waste of time and 
money for both employee and employer. 

The following tables showing the progress of the eleventh and 
twelfth grade pupils in typewriting hav-e been compiled from the 
individual records furnished by the teacher : 

Progress of the eleventh and twelfth grades in typewriting. 





Juniors (15)— 8C 


practice periods. 






ce periods. 






November. 


April. 


Rank 

in 
gain. 


September. 


April. 


Rank 

in 
gain. 


Scores. 


Rant. 


Scores. 


Rank. 


Gains. 


Scores. 


Rank. 


Scores. 


Rank. 


Gains. 


28. 
26. 

26! 
25. 
23. 
22. 
21. 
20. 
20. 
20. 
18. 
18. 
17. 
16. 

Me 




1 

4 
5 
6 

f 

10 


34 

45 
39 
30 
30 
26 
37 
34 
28 
25 
25 
25 
25 
15 
24 


1* 

2 

P 

3 

f 

8x 
8- 
10 


6 
19 
13 

\ 

15 
13 

8 
5 
5 

7 
7 
2 
8 


6 
1 

f 
f 

2 

\ 
1 

41 


54 
46 
46 
43 
41 
41 
40 
40 
38 
37 
37 
35 
33 
32 
22 


i 

3^ 

41 

6^ 

74 

1- 

9 
10 
11 


59 
60 
49 
45 
- 49 
44 
54 
49 
42 
40 
37 
39 
39 
39 


f 

4J 

7' 
8 

10 
91 
9^ 
93- 
9i 


5 
14 
3 
2 

14 
9 
4 
3 

4 
6 
7 

17 


7 

2,V 
9J 
10 

1 
1 

81- 
6' 
5 

1 




























iians, 21... 




28 




7 




40 




44 




5 









The time given for each standard test is 10 minutes. 'The mini- 
mum commercial standard is a rate of 40 words per minute sus- 
tained for 10 minutes with a maximum of 10 mistakes. The rules 
of contest and the printed test materials are those adopted by the 
Eemington and Underwood Companies for their well-known inter- 
national contests. 

The score is found by counting the number of words written, de- 
ducting 10 for every mistake, and dividing the result by 10. This 
gives the number of words per minute, with the penalty for mis- 
takes applied. The minimum standard is a rate of 40 words per 
minute on new material sustained for 10 minutes, with a maximum 



190 SURVEY OE THE SCHOOLS OF WINCHESTER, MASS. 

limit of 10 mistakes. The progress of the juniors was the result of 
80 practice periods (40 minutes) and that of the seniors of 100 
practice periods. It will be seen from the tables that the median 
junior score for the November test was 21 words per minute and the 
median gain made was 7 words per minute, while for the seniors the 
median September score was 40 words per minute and the median 
gain Avas 5 words per minute. 

The final median scores were : Juniors 28 words per minute, and 
seniors 44 words per minute. Comparing the juniors with the 
standard it is seen that all of them started below the standard on 
the November test, but that after 80 practice periods one of them 
passed the standard and six advanced to between 30 and 40. 

The seniors started in the September test with 8 scores of 40 or 
higher, the highest being 54, and after 100 practice periods 10 of 
them reached or surpassed the standard of 40 words per minute and 
of the remaining 5, 1 was 3 words below and 4 were only 1 word 
below. 

This seems to indicate very satisfactory work, which in the judg- 
ment of the commission was to be expected from what they observed 
as to the methods of teaching. 

While the results of these studies with the use of tests are far 
from ideal as means of judging the quality of the teaching, yet they 
seem to confirm the judgments of the commission, based on observa- 
tion and on the other criteria used in this report. 

Probably, however, they should be most useful in inciting the 
teachers of Winchester and neighboring schools of the same class 
to cooperate in thir use, and in comparing the efficiency of teaching 
methods by means of them and of others that are found to be 
applicable. 



INDEX. 



Age distribution, pupils enrolled, 24-25. 

Age-grade distribution, elementary-school pupils, 26. 

Algebra, tests, 175-180. 

Arithmetic, elementary schools, 86-88 ; test, 162-167, 172-174. 

Attendance, school, 22-23. 

Attitude of pupils, high school, 101. 

Ayres, spelling test, 167-169. 

Building and equipment, high school, 155-158. See also Schoolhouses. 

Cafeteria, high school, management, 152. 

City funds, per cent apportioned to schools in various cities of the United 

States, 14. 
Civics, elementary schools, 91-92, 
College entrance requirements, 107-108. 
College preparatory curriculum, 119. 
College work, preparation of pupils, 113-114. 
Commons, high school, 119. 

Cost of educating one pupil for 12 years in various cities of Massachusetts, 10. 
Courses of study, aims and principles, 79-83 ; elementary schools, 83-95 ; high 

schools, 95-104, 115-122. See also College preparatory curriculum. 
Courtis arithmetic test, 162-167. 
Curriculums. See Courses of study. 
Directed study, high school, 152-153. 
Discipline. See Pupil self-government. 
Drawing, high school, 103-104. 

Educational and vocational guidance, high school, 155. 
Elementary schools, courses of study, 83-95 ; results of standard educational 

measurement tests, 162-174 ; supervision and organization, 104-105, 
Eliminations and promotions, high school, 132-136. 
English composition, test, 186-188. 
Enrollment, 21-22 ; high school, 106-107 ; high school by curriculums, grades, 

and sexes, 109; statistics, 35. 
Expenditure per pupil, 9-12 ; for total current expense, statistics, of various 

cities, 11. 
Expenditures within the system, 12-13. 
Failures of pupils, high school, 132-136 ; statistics, 27-28. 
Financial support of schools, 9-14. 

Foreign born, percentage of fathers of public-school children, 33-34. 
French, test, 181-183. 
Gardening, school, fourth grades, 76-77. 
Geography, elementary schools, 88-90. 
Grading, elementary schools, 28-29. 
Grammar and language, elementary schools, 83-86. 
Gymnastics, primary grades, 68-71. 
Handschin's French and Spanish tests, 181-183. 
Handwork in the grades, 94-95. 
Health activities, 29. 
Henmon's Latin tests, 180-181. 

191 



192 IKDEX. 

High school, building and equipment, 155-158; college and technical prepara- 
tory ciirriciiliims, 109-110; courses of study, 95-104, 115-122; diminishing 
membership of classes as they progress through the grades, 109 ; graduates 
atteading colleges which report back to school, 114; graduates in first year 
of college, 114 ; numbers of recitation sections in each subject, 130-132 ; 
organization, administration, and supervision, 149-155; promotions, elimina- 
tions, and failures, 132-136; proportion of boys and girls enrolled in each 
curriculum in ninth grade, 110; results of standard educational measurement 
tests, 174-190. See also Winchester High School. 

History, elementary schools, 90-91 ; United States, test, 1S3-185. 

Home economics, high school, 120. 

Housekeeping, lessons in primary grades, 72-74. 

Industry, high school, 120. 

Instruction, supervision, high school, 1.52. 

Kindergartens, activities and equipment, 48-62 ; recommendations, 62-63 ; re- 
duces retardation, 49. 

Language and grammar, elementary schools, 83-86. 

Languages, modern, high school, 95-98. 

Latin, high school, 100-101 ; tests, 180-181. 

Librarian, needed for high school, 151-152. 

IMarks. See Teachers' marks. 

Mathematics, high school, 99-100. 

Measurement tests, educational, results, 174-190. 

Memphis, Tenn., work-study-play plan, 37-39. 

Monroe's s>tandard research tests in algebra, 175-180. 

Music, high schools, 103 ; primary grades, 66-67. 

Oral language, opportunity in primary grades, 65-66. 

" Over-age " children, statistics, 25. 

Parents, statistics of foreign-born, 33-34. 

Penmanship, elementary schools, 92-93. 

Phonics, primary grades, 67-68. 

Physics, test, 185-186. 

Play, opportunities for, 32-33. 

Population, school. See Sch.ool population. 

Primary grades, 63-78. 

Principals, elementary schools, office hour, 20-21 ; high school, office hour, 151. 

Promotions, 26-28 ; and marks, high school, 136-143 ; eliminations and failures, 
high school, 132-136. 

Property valuation per pupil, cities of New England, 11. 

Pupil self-government, high school, 1.53-154. 

Heading, oral, lessons in primary grades, 74-75; primary grades, 71-72; silent, 
primary grades, 75-76. 

Recitations, socialized, high school, 148-149, 154. 

Recommendations, general summary, 29-30 ; high school, 118, 158-161 ; kinder- 
gartens, 62-63. 

Retardation, kindergarten reduces, 49. 

Sackett's scale. United States history, 183-185. 

School attendance. See Attendance, school. 

School committee, powers and duties, 8-9. 

School enrollment. See Enrollment. 

School population, 21-29. 

Schoolhouses, building program, 31-47. 

Science, high school, 98-99. 



INDEX. 193 

f^ileut reading, test. 169-172. 

Si>anisli, test, 181-183. 

Si)ecial subjects, supervision, 20. 

Siielling. test, 167-169. 

Sloue reasoning test in arithmetic, 172-174. 

Supervision, elementary teachers, 14-21; high school. 101-104; special sub- 
jects, 20. 

Supervision and organization, elementary grades, 104-105. 

Survey committee, personnel, 6. 

Tax rate for schools (1917-18). cities in Massachusetts, 12. 

Tax rate on estimated true valuation (1917-18) of 25 towns and cities in the 
United States, 12. 

Teachers (elementary schools), preparation for primary grades, 66; supervision, 
14-21; training, 14-21. 

Teachers (high school), assignments of work and annual salaries, 126; dis- 
tribution according to training and college degrees. 123; experience, 124- 
125; overloaded, 125-129: part time, 129-130; training, 122-125. 

Teachers, number required, 44-46. 

Teachers' marks, high school, meaning. 1.30-141. 

Teachers' salaries, 16-18 ; high school, 126-128. 

Teaching, experience, elementary teachers. 15-16; observation, high school, 
143-145; technic. high school, conunon errors, 14.5-147. 

Thnrstone's physics, test, 185-180. 

Town and school organization. 7-9. 

Typewriting, tests. 188-190. 

Vocational education, elementary schools, 9,3-94. 

Winchester, sketch, 7-8. 

Winchester High School, rec(»nimendations, 158-161: statistics and activities, 
106-161-. 

Work permits, number grnnted in 1917-1919. di.stributed by grades, 23-24. 

Work-study-play plan, 36-40; number of teachers required, 45-46. 



25016°— 21 13 



LIBRARY OF CONGRESS 

021 502 393 A 



^^tate law^l^^^^^^^Ktion, enacted In 1918 and 19m 

Hood. .j,^_^^^__i.. 
Statistical sia?v^^^^SKation, 1917-18. Advance sheets ftova. 
Biennial Survey of Education in the United States, 1916-1918. H. R. 
Bonner, 

32. Monthly record of educational publications, October, 1920. 

33. Educational directory, 1920-21. 

34. Statistics of universities, colleges, and professional schools for 1917-18. 

Advance sheets from the Biennial Survey of Education in the United 
States, 1916-1918. H. R. Bonner. 

35. Agriculture in secondary schools. A report of the Commission on the 

Reorganization of Secondary Education, appointed by the National 
Education Association. 

36. Preliminary survey of the schools of the District of Columbia. 

37. State higher educational institutions of South Dakota. 

38. Monthly record of educational publications, November, 1920. 

39. Facilities for foreign students in American colleges and universities. 

Samuel P. Capen. 

40. The curriculum of the colleges of agriculture. Carl R. Woodward. 

41. The Francis Scott Key School, Locust Point, Baltimore, Md. Charles A. 

Bennett. 

42. Education for highway engineering and highway transport. F. L. 

Bishop and Walton C. John. 

43. Survey of the schools of Winchester, Mass. 

44. Salaries of principals of high schools. 

45. Monthly record of educational publications, December, 1920. 

40. Organization of State Departments of Education. L. A. Kalbach and 
A. O. Neal. 



